The purpose of this quantitative study was to explore the effects of strategy instruction on lower and higher-level learning in the hypertext format of a WebQuest. The SQ3R and Classification/Categorization study strategies were used to investigate the effects of comprehension in a recall and essay task. Two hundred fifty-four eighth-grade students in 8 American history classes, in one Midwestern middle school participated in this quasi-experimental study. Two teachers took part in this study. The researcher designed the instructional strategy materials and the WebQuest used in this study. These eighth grade students received three instructional practice sessions of the strategy to which they were assigned. Students then transferred the use of their assigned strategy instruction to a hypertext environment by participating in a WebQuest activity concerned with the topic of American Citizenship. Quantitative analysis involved (1) a Student Technology Use Survey, (2) a Citizenship Pretest, (3) a Citizenship Posttest, and (4) and Essay Task prompt, assessed for depth or level of understanding by a Bloom's Taxonomy Rubric. Findings suggested that the Classification/Categorization strategy resulted in more effective comprehension in the higher-level learning essay task. There was also a positive correlation between the reading ability of the learner and the level of understanding in the essay task. This suggests that the reading abilities remain a crucial indicator for successful comprehension and depth of understanding in online literacy learning environments. Implications for classroom instruction regarding strategy instruction and the use of instructional technology are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]