Abstract: Appropriate metacognitive reading strategies while reading text using digital devices such as the iPad can lead to successful navigation and negotiation of comprehension. However, the relationship between the awareness and the application of such strategies is not simplistic. The development of the i-MARSI began as a need for identification of strategies used by students as they interacted with an iPad for academic reading and comprehension. Our goal examined, the relationship between cognitive processes and self-regulation of strategies used to navigate and negotiate an understanding of text while reading on an iPad for academic learning. The researchers field-tested the i-MARSI inventory with a large sample population (n=869). The reliability alpha coefficient for all items in the i-MARSI was .932. These high measures of internal consistency are indicators of high reliability of the i-MARSI. Findings underscore the importance of helping students develop metacognitive awareness when using the iPad for academic learning.