Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering 'textual thinking', understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon…

Bilingual adolescents actively participate in literacy practices on the multilingual Internet. However, research has paid little attention to these readers' use of their linguistic knowledge and skills as they choose and learn from multilingual resources on the Internet. With think-aloud protocols, this study examined how Korean-English bilingual…

This study explores Iranian EFL learners' online reading metacognitive strategy use and its relation to their self-efficacy in reading comprehension. It further examines the effect of gender in this respect. To these ends, the Online Survey of Reading Strategies (OSORS) and reading selfefficacy questionnaire were adopted and administered to 63…

The goal of this study was to examine types and patterns of reading strategies that proficient adolescent readers used while reading on the Internet. Informed by research related to reading comprehension, intertextuality, and new literacies, I drew upon the model of "Constructively Responsive Reading" that had evolved from print reading to…

This investigation reports on a conceptual replication of Goldman et al. (2012) which sought to determine processing patterns of better and poorer learners as they attempted to comprehend and learn from seven textual sources on the Internet in their native language English. The aim of the current investigation was to explore how reading multiple…

With the growing prevalence of Web 2.0 technologies and use of online resources in their classrooms, language learners have increasing exposure to online texts. In this study we attempted to understand how university level second language (L2) readers construct meaning when reading online. We investigated L2 readers' information-seeking strategies…

This study examined the social and cognitive interaction patterns of third, fourth, and fifth graders as they collaboratively read on the Internet and responded to an inquiry prompt. Data analysis revealed patterns of cognitive strategy use that intersected with social forms and functions of dialogue. Dyads that exhibited higher levels of…

The purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were…

This article highlights four cognitive processes key to online reading comprehension and how one might begin to transform existing think-aloud strategy models to encompass the challenges of reading for information on the Internet. Informed by principles of cognitive apprenticeship and an emerging taxonomy of online reading comprehension…

This study examines how students in Finland (16-18 years of age) constructed meaning and knowledge in a collaborative online reading situation. Student pairs (n = 19) were asked to write a joint essay on a controversial issue. First, the pairs discussed the topic freely to activate their prior knowledge. Next, they gathered source material on the…

Having the skills and strategies to comprehend and respond to information on the Internet plays a crucial role in students' success in a digital information age. Defined as the deliberate conscious control of one's own cognitive actions, metacognitive reading strategies can help readers overcome problems they encounter and ultimately achieve…

According to government reports, new Internet technologies present readers with new reading opportunities and challenges (National Institute of Child Health and Human Development, 2000; RAND Reading Study Group [RRSG], 2002). However, we are just beginning to understand the specific complexities that Internet text imposes on the reading…

Recent research on annotation interfaces provides provocative evidence that anchored, annotation-based discussion environments may lead to better conversations about a text. However, annotation interfaces raise complicated tradeoffs regarding screen real estate and positioning. It is argued that solving this screen real estate problem requires…

As new information and communication technologies permeate classrooms and libraries, educators have the responsibility to assist students in comprehending and understanding the information that is now available online. How can we instruct students to become skilled, strategic readers when they encounter online texts and hypertextual formats? By…