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Abstract

Students' perceptions about the Internet's usefulness and potential to engage them in academic learning tasks have been found to influence their success in reading for information in online tasks. This article helps to understand the types of dispositions that adolescents may have toward reading on the Internet and how to characterize these dispositions in ways that inform teaching. First, the author answers four key questions and summarizes findings from one of three instruments recently developed to assess adolescents' attitudes and beliefs about reading on the Internet. Then, a brief set of guidelines is provided to help teachers foster positive dispositions about online reading comprehension in ways that address today's rigorous standards-based curricula.