While reading research often collapses or creates a binary between print and digital reading, this article argues that this approach ignores the overlap between the reading strategies we use when reading both print and digital texts. Using a genre-based approach to digital reading, this article proposes that greater attention to students' reading practices and to the genres (including conventions and contexts) students read will help them become more purposeful readers in our classrooms.

The text of this article is only available as a PDF.
You do not currently have access to this content.