This study examined how the interactive features of eBooks affect comprehension, the behaviors that participants engage in during the Read-to-Me and Read-and-Play reading modes, and the affordances and constraints of these reading modes. A repeated measures design was used to analyze the reading behaviors of 30 second grade, lower-level readers while using the two eBook modes. Participants met individually with the researcher for two, 30-minute sessions. Data was gathered on the participants' before-reading background knowledge, during-reading behaviors, post-reading retellings, comprehension question responses, and personal views of reading interactive eBooks. Results of repeated measures ANOVA revealed that students gained comprehension over time, but there was no effect of condition or interactions. Qualitative data revealed that participants demonstrated considerable insight into the stories and made extended inferences about characters' motives and critical story events. The findings indicated that eBook designs such as the read aloud feature, speech bubbles, and animations afforded the participants' ability to make meaning across both modes, resulting in stronger comprehension outcomes. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]