Pressley and Afflerbach's (1995) model of constructively responsive reading provides fine-grained detail on the numerous strategies used by accomplished readers when reading traditional text. Constructively responsive reading informs both theory and practice related to reading strategies. However, constructively responsive reading is based on studies that were conducted before widespread Internet use, and it is not informed by research that describes Internet reading. That Internet reading and" traditional" reading strategies may be alike or dissimilar should not be surprising to any accomplished reader who works in both domains. Needed is work toward creating a detailed account of how" new" forms of reading, such as Internet reading, require strategies that resemble, differ from, or are the same as those used in more traditional reading. This work will have at least two benefits. It will update our theoretical models of reading comprehension and it will inform effective reading instruction.(PsycInfo Database Record (c) 2022 APA, all rights reserved)