We are engaged in a program of empirical research that seeks to develop a more in-depth theory of the multiple text comprehension strategies required by digital settings such as the Internet. Our population targets upper elementary classrooms (ages 10-14), particularly students from diverse demographic backgrounds and reading achievement levels. This evidence-based theory will serve as the backbone of an assessment system indexing the skills required for the successful comprehension of multiple resources. The assessment system will identify areas of struggle for individual readers and provide information that is instructionally useful for teachers in improving their students' achievement. This presentation provides the results of a series of micro-ethnographic studies aimed at specifying a student model of digital literacy comprehension, the skills that underlie the model and the instructional contexts that invoke the use of these skills within a traditional classroom setting.