Children of today are gaining exposure to electronic reading environments at earlier ages and in greater frequencies than prior generations, as evidenced by the ubiquity of modern technologies. Such technologies provide affordances beyond basic text by supporting the screen-based rendering of aural, visual, and gestural elements. This research investigates, by way of a fixed effects meta-analysis, the overall effect of electronic reading environments on the comprehension outcomes of children between the 4th and 8th grades. Findings yielded three published studies between 2016 and 2020. Results from a total population sample of 2,125 students across the United States, showed small but significant effects of reading technology on comprehension. The implications of these findings are discussed in light of their pedagogical applications and future research directions. [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.]