The main focus of this research is the learning of reading in English for specific purposes in an online course for undergraduate students of Chemistry. The research was carried out following the principles of English for Specific Purposes (SCOTT, 1986; HUTCHINSON AND WATERS, 1987; DUDLEY-EVANS AND ST-JOHN, 1998), the view of reading strategies (Leff, 1996; SOLE, 1998 ), the theories of textual genres (BAKHTIN, 2003, SWALES, 1990; BHATIA, 1993, among others) and the use of information and communication technologies in language teaching and learning (KERN AND WARSCHAUER, 2001, WARSCHAUER, 2004; LAMY AND HAMPEL, 2007). Based on these theories, we asked the following research questions: (a) How do learners construct knowledge of reading in English for academic purposes in na online course? (b) How did the resources and activities contribute to the learning of reading? The research included a qualitative analysis based on virtual ethnography generated data (forum postings, learning diary notes and responses to self-assessment questionnaires). In addition, the tools used in the teaching-learning platform (Moodle) were subject to analysis in order to determine what resources facilitated and contributed to the development of learners‟ reading skills. Finally, the results point to an increased awareness regarding the process of reading in English. In addition, resources and activities provided greater flexibility in time and space, autonomy, satisfaction, interaction and collaboration among participants.