A study was conducted (1) to determine if children select some strategies more frequently than others to comprehend story categories, and (2) to find out if children are able to talk about what they are thinking and doing as they read stories from a basal reader. Subjects, 30 second grade students reading at grade level, were randomly assigned to read one of two narratives, responding orally at predetermined points. Children's retellings were transcribed and scored. Results indicated that the children were competent in reporting what they were thinking and doing as they read the basal. Specifically, when students read statements from either the initiating event category or the setting category, they reported using elaborative strategies (inference, personal identification, and image); by contrast, a significantly greater number of nonelaborative strategies (literal/paraphrase, self-interrogation, and no response) was reported for attempt, internal response, and reaction story categories. No significant differences in the use of the two kinds of strategies were found for the consequence strategy. (JL)