In-class reading and assigned reading for homework.
Students were not comprehending digital texts. Students could not translate reading skills from printed text to digital texts.
Concept mapping, graphic organizers, NewsELA, Commonlit.org.
My students slow down when reading digital texts. Instead of skimming and scanning, they are actually reading and comprehending the texts. The ability to have digital conversations as they annotate with me and with other students is very helpful. They can gauge when they are going deep enough or not. It is also helpful for them to have access to my "pre-annotations" that I've embedded for them. The most useful tool is when I can provide immediate feedback on their responses as they work.
I assign primary and secondary sources, mostly historical in nature.
First try it with one of the texts provided by the site, then attempt to create your own. That way you can see how it works for students and for you. Also, pay attention to the time students typically take with a digital text versus an Actively Learn text. They will take longer, but remember more.