Abstract
We investigate five fourth and fifth-grade English language learners’ (ELLs) strategy use when they read online texts at home and in school. We also identify factors that play a role when these learners read online texts, as well as similar and different patterns in reading strategies at home and in school. The findings show that three factors influence the ELLs’ selection of online texts and use of reading strategies. In addition, the ELLs used nine reading strategies to enhance their reading online texts. Based on these findings, we discuss (a) the ELLs’ online reading strategies in different contexts, (b) the multidimensional zone of proximal development, and (c) collaboration between parents and teachers.
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