To rest the validity of the Literary Response Questionnaire (LRQ, Miall & K
uiken, 1995b) and to assess its relationships with student, home-background
, and school-related variables, the LRQ was administered to Dutch students
in grades 7, 8, and 9. The seven first-order factors of the LRQ, as identif
ied by Miall and Kuiken (1995b) were confirmed. One of the two second-order
factors was not identified. However, a model with two different second-ord
er factors fitted the data. Trance, the first factor, represents the degree
to which a reader is absorbed in a story. Literary Interpretation, the sec
ond factor, represents the degree to which a reader likes or dislikes liter
ary criticism and reflection on the meaning of what is read. Grade, gender,
type of education, vocabulary size, reading behavior, and cultural level o
f the home environment were the best predictors of the literary response sc
ores. Results are discussed in relation to response theories and research a
nd to literary education.