Most previous studies in blended learning simply involved on-site and online instruction without considering students' control of their own learning in these two different modalities. The purpose of this study was to investigate how college students with English reading difficulties integrate their conceptions of and approaches to blended learning for enhancing their reading proficiency. A sample of 108 students was recruited--54 students were assigned to the experimental group with blended learning and another 54 students to the control group with on-site instruction only. Results of this study revealed that the blended learning was effective in enhancing students' reading proficiency in the experimental group as shown in the semistructured interview for students' conceptions of blended learning, log files for their approaches to blended learning, and the post-test for the improvement of their reading outcomes. From the new conceptions and approaches generated by students, three factors were identified as helping them take control of their own reading in blended learning. First, the online reading activities enabled students to extensively practice what they had learned in the on-site instruction without the limitations of time and location. Second, the process data (log files) for students to observe and reflect on their own online reading process in strategy usages engaged students in metacognition since they were not allowed to compare their reading processes with those of their peers in the on-site instruction. Finally, social interaction was facilitated in blended learning, as students had more opportunities to discuss their reading difficulties during group discussions and obtain individual feedback from different peers. (Contains 8 tables and 4 figures.)