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Previous research has shown that adolescent readers differ in their 'online' processing of literary texts. Differences were found in the extent to which these readers performed certain (meta)cognitive and affective activities while reading literary texts. However, readers might also differ in flexibility; that is, in the extent to which they vary their activities during reading. In this study we examined whether good and poor adolescent readers differ in flexibility. Nineteen Dutch studentsdoi:10.1075/ssol.2.1.05jan fatcat:vwqwow24vzb6did63krvnc6jfy