Background: The options for technology in an educational setting is growing exponentially. But the question remains, how can technology be used to improve reading instruction in an elementary classroom? It has been proposed that using an LCD projector to enable all students to see the text and pictures could increase reading comprehension. Purpose: To evaluate if students can increase reading comprehension using an LCD projector in the classroom, to measure attention and interest of students using instructional technology in the classroom, and to assess the accuracy of a narrative retelling using instructional technology compared to a traditional read aloud format. Setting: Four 3rd and 4th grade classrooms in Southeastern Michigan during the 2004/2005 school year. Study Sample: 200 third and fourth grade students in the general student population; a random cross section of reading abilities and educational achievement. Intervention: Four elementary classrooms received identical instructional models over two lessons. One day, the teacher read aloud a picture book. The next day the class read along with the teacher using an LCD projector. Research Design: Correlational;Cross-Sectional; Statistical Survey; Qualitative; Control or Comparison Condition: Data Collection and Analysis: Data were collected in several ways: through numerical, quantitative scores on a retelling rubric completed by the students after the read aloud and the read along; through observational data during read aloud and read along instruction by a trained observer; through reflective data from the instructor immediately following both of the read along and read aloud lessons, and through student interview responses and feedback after completing the retelling response for both the read aloud and read along. Findings: Students can retell a narrative text with three times more accuracy when the instructor uses an LCD projector to show text and illustrations compared to a whole class read aloud. More than 70% of the students surveyed used the visual cues from the enlarged illustrations to help them understand the text. Self-Evaluative student scores also revealed the read along was significantly easier to pay attention to using the LCD projector. Conclusion: Reading comprehension skills of 3rd and 4th graders can be significantly improved through utilization of LCD projector instructional technology in the elementary classroom. Citation: Black, N., Brill, A., Eber, D., Suomala, L., April, 2005 "Using Technology To Compare The Instructional Effectiveness of Read Aloud and Read Along Materials In An Elementary Classroom" Walden University. (Contains 5 figures.) [M.E. Collaborative Action Research Project, Walden University.]