This study investigated four elementary-level English language learners' (ELLs') use of strategies for reading computer-based texts at home and in school. The ELLs in this study were in the fourth and fifth grades in a public elementary school. We identify the ELLs' strategies for reading computer-based texts in home and school environments. We present a taxonomy of five reading-strategy categories, which includes 15 total strategies that they pursued at home and in school. We describe the central role of dialogue in helping ELLs learn to read computer-based texts: The learners engaged in real and virtual dialogues with adults, peers, authors, and themselves, in ways that enhanced their development of effective reading strategies. We discuss pedagogical implications of our findings, describing how parents and teachers might work separately and together to facilitate ELLs' reading in today's learning contexts that include electronic literacies.