Digital reading differs significantly from reading on paper, posing several challenges, especially for students learning a second or third foreign language. The complexity of engaging with authentic digital sources is further intensified by the diversity within learner groups. First, the objectives for developing digital reading proficiency in a foreign language are explored, identifying the skills necessary for competent digital readers. Building on these objectives, the paper then addresses the diverse needs of learners, taking into account neurodiverse students in diversity-sensitive teaching environments. The focus lies on the field-specific dynamics of digital reading, particularly those impacting learners with ADHD, dyslexia, and autism spectrum conditions, who are increasingly attending regular schools in German-speaking countries. Finally, teaching implications for digital reading are discussed, including considerations for text selection, strategic reading practices, and the integration of assistive technologies. These elements aim to promote effective digital reading within foreign language education while supporting an inclusive educational framework.