Examining and supporting online reading practices for young children

Educators in contemporary technology saturated cultures are challenged to rethink the ways a new generation of learners must learn, communicate and make meaning. This challenge requires the creation of learning contexts that develop students’ skills, strategies, dispositions and social practices for engagement with the Internet and other digital technologies for literacy learning (International Reading Association [IRA], 2009). A particular challenge lies in the development of children’s online reading proficiency.