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What are the "must haves" of a successful school reading program?Accomplished teachers help their students when they attend to both cognitive and affective aspects of reading development.H ow can we best foster our students' reading development and achievement? What are the hallmarks of successful readers? Consider a group of thirdgrade students. Test results describe them as strategic and skillful readers. Their reading comprehension and vocabulary scores, undergirded by phonemic awareness, phonics, and fluency, are above average. Yet their reading comprises more than strategy and skill. Much more explains their ongoing development as readers.These successful readers are metacognitive. They plan their reading in relation to specific goals, and they monitor and evaluate their reading as it progresses. These readers are motivated and engaged. They look forward to reading, in school and out. The readers' epistemic beliefs are developing-they know that authors write for different purposes, that texts can be biased, and that not everything in print is necessarily "true." Finally, these successful readers have high self-efficacy-they expect to be challenged by different texts and tasks, and they expect to meet those challenges. All four of these factors are implicated in students' accomplished reading, and they should be a focus in reading classrooms.We have three goals for this article. First, we describe the current context in which students' reading development is often equated with growth in cognitive strategies and skills. Second, we examine the role of four powerful, "other" factors: metacognition, engagement and motivation, epistemic beliefs, and selfefficacy, as they interact with strategy and skill, in students' reading development. Third, we describe how our increasing understanding of these four factors, and our teaching in relation to them, can contribute to students' reading success. Cognitive Strategy and Skill and the Conceptualization of Successful ReadingDifferent factors influence students' reading development. In many classrooms, curriculum and instruction are biased toward strategy and skill. We believe that this cognitive monopoly in reading instruction has several causes-and that understanding these causes can contribute to positive change in the status quo. A first cause is federal education policy that influences reading instruction and that narrows the conceptualization of reading and students' reading development.

A B S T R A C TThe Internet is central to understanding literacies in the 21st century, and explication of reading strategies situated in Internet settings contributes to both our understanding of reading and our support of students in the Internet age. The purpose of this study was to examine the complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants read on the Internet, with the goal of developing critical questions about their chosen contemporary controversial topic. Internet reading strategies were analyzed using participants' verbal reports, triangulated with complementary data (e.g., computer screen recordings). The data describe the nature and sequence of readers' strategies categorized into (a) realizing and constructing potential texts, (b) identifying and learning information, (c) evaluating and sourcing texts, and (d) monitoring and managing reading. Results demonstrate the role that these strategies play in constructing meaning from Internet texts, as well as the interactive patterns of strategy use in both open and closed Internet settings.

This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their topic knowledge gain and the quality of the questions that they constructed in response to their online reading. The epistemic processes of these two groups’ 20 readers were inferred from their concurrent verbal reports. Verbal reports were coded and classified qualitatively until concrete types of epistemic processing were recognized; the coded data were then quantified for statistical group comparisons to identify and interpret emerging patterns. The results indicated that more successful online readers tended to engage in higher order epistemic processes when judging information sources, monitoring their knowing processes, and regulating their alternative knowledge‐seeking actions, whereas the epistemic actions of their less successful counterparts were more often disconnected and tended to function at a surface level. Cross‐categorical associations were found among epistemic judgment, monitoring, and regulation, suggesting that epistemic processes operate interactively. Implications of the study's results are discussed in relation to literacy research and practice.

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