Adolescents' navigation of linguistic and nonlinguistic modes when reading a digital narrative

Background The purpose of this study was to examine how skilled adolescent readers draw on their prior knowledge of multimodality and narrative text structure when navigating an intentionally designed digital narrative text. We know that skilled middle‐school readers have been taught narrative text structure and that adolescents who use the Internet regularly are aware of multimodality. However, we do not know if these same readers understand...