Framed within the model of constructively responsive reading, I conducted a research synthesis to describe the strategies that adolescent readers use while reading on the Internet. In this review, a body of literature emanating from multiple areas of research contributes to descriptions of central reading strategies in Internet settings, including strategies for (1) realizing and constructing potential texts to read, (2) identifying and learning text content, (3) monitoring one's own reading processes, and (4) evaluating texts. The result indicates that adolescents bring general tendencies to the Internet reading task: They are good at collecting and finding information and also understanding literal meaning from Internet texts. However, the result also demonstrates that adolescents have weaknesses in the use of monitoring strategies when navigating toward useful information and building deeper understanding by making meaning from multiple Internet texts. Metacognitive and evaluative reading strategies are the most concerned areas of student reading in need of support. The study suggests that ongoing examinations of reading strategies in Internet contexts, especially situated in Korean literacy environments, should be conducted to build a knowledge base that can be used in the design of curriculum and instruction for 21st century readers.