This study attempted to analyze learners digital text reading patterns, which are an important reference point in the construction of practical educational content that can enhance learners digital text reading ability. To this end, the digital text reading process of high school students (9 people) was classified into “information access,” “information search,” “information view,” “information selection,” and “exclusion” based on behavioral grounds, and their reading patterns were compared and analyzed qualitatively. As a result of the analysis, compared to the information access and information retrieval stages, differences between readers groups were noticeable in the information viewing, information selection, and exclusion stages. In particular, the characteristics of the two groups were clearly distinguished in terms of task-solving, author and source, critical evaluation of information. It is hoped that the above research results will be used as a reference for practical educational content planning that can enhance learners digital text reading ability.