The purpose of the study was to explore Kindergarten public school teachers' perceptions of the effects of technology use in the classroom on reading achievement and barriers to technology use in the classroom. This study also examined the differences between technology-based learning interventions on Kindergarten students' reading growth. Literature reviewed includes a definition of Response to Intervention (RTI), an overview of research focused on technology-based interventions in the elementary classroom, and research findings of the academic differences between technology-based interventions. This study was designed with a mixed-method approach that involved eight kindergarten teachers and their students' pre-existing reading data from a suburban school district in New Jersey. A number of themes emerged from the teachers' interviews and the students' reading growth data analysis. All teacher participants identified benefits to using technology in the classroom, including those who did not incorporate technology-based reading centers into their daily learning activities. Teacher perceptions of barriers to technology use in the kindergarten classroom were also explored and two major themes emerged: technology does not always work, and kindergarten students do not always know how to use technology. Overall, findings indicated that kindergarten students using iPads throughout the school year within reading centers made more progress on average than those using computers, multiple platforms, or no technology in reading centers. [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.]