Due to the digitalization of education, digital learning resources and digital texts have taken a strong position in the educational process. In this regard, the research of cognitive and metacognitive processes that take place when reading from a screen, as well as the study of the relationship of these processes with educational outcomes, is an urgent scientific problem.
One of the directions in the study of digital reading is the analysis of reading strategies and patterns of reading behavior. In a theoretical framework of new literacies, reading multimodal hypertexts is conceptualized as self-directed text construction (Coiro & Dobler, 2007), which requires readers to employ metacognitive strategies in order to effectively and optimally construct the path and mode of interaction with the text.
This paper explores the metacognitive strategies employed in the reading of digital text by Russian-speaking school-aged readers. Three types of metacognitive strategies are investigated: global, problem-solving, and support strategies (Mokhtari & Reichard, 2002). An emphasis is placed on the use of digital-specific realizations of these strategies. The study involves off-line (questionnaire) and on-line (think aloud protocol) methods of assessing metacognitive strategies.

Mindful or Mindless Digital Reading? A Study of Metacognitive Digital Reading Strategies of Russian Schoolchildren