This study examines the relationship between the use of an iPad in one-to-one environments and reading achievement based on standardized test scores in a middle school setting. This study uses cognitive engagement theory to connect iPad engagement with reading achievement. This study involved 253 middle school students from Milton Middle School in Wisconsin and examines their seventh and eighth grade standardized achievement scores (2011-12 and 2012-13) and results from an iPad engagement survey. This study demonstrated a high level of perceived student engagement through the student survey and an increase in their assessment achievement in reading from year one to year two, especially among those students who scored in the lowest proficiency categories. The results of the iPad student survey indicated that the iPad positively influenced students' engagement and achievement in standardized test scores. Students indicated that frequent and consistent use of the iPad helped them stay on task, accomplish tasks, made school life easier, tracked assignments and promoted classmate interactions. Combined, this created a high level of engagement. Concurrently, student achievement scores in reading increased, as demonstrated by greater numbers of students in both the proficient and advanced categories, and an overall decrease in the basic benchmark. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]