Because students are highly motivated to read texts online rather than in traditional form, McNabb argues, schools should encourage students to use the Internet for academic and pleasure reading. However, hypertext has unique features that make comprehension monitoring while reading challenging. Strategies that work for reading passages of printed text--which McNabb calls lexia--don't work in an environment where every text instantly links to dozens of other texts and readers choose their own path. Teachers can't assume that students know how to read effectively online; in fact McNabb presents research showing that teenagers perform poorly compared to adults on online reading tasks. Many students become distracted or confused about which links will yield what they are looking for, and end up clicking randomly or chasing personal interests. McNabb suggests teaching strategies to help students develop an "internal narrator" to guide online reading, such as previewing Web sites to better direct online reading assignments, modeling think-aloud predictions for where hyperlinks will lead, and having students annotate their search history for an online research session.