The advancements of technology have led to the use of electronic reading systems for digital text. Research indicates similarities and differences in reading performance and comprehension in digital formats compared to paper formats. This study compared vocabulary understanding and reading comprehension scores from two reading sources (electronic story book and paper-based book). This study also evaluated the use of reading resources available (dictionary, thesaurus, word pronunciation) between the two reading methods. An AB experimental design consisting of three females currently enrolled in the second grade, between the ages 7 years 0 months to 8 years 11 months without an identified disability, was conducted between two reading methods (paper versus electronic book source) with the participants serving as their own control in both conditions. The results of this study conclude that although vocabulary and reading comprehension is consistent between the two reading methods, students are more likely to utilize reading resources when engaged with digital text. This article supports that comprehension of written materials remains unchanged for students regardless of presentation method (print versus digital). It also provides evidence that supports students who are typically developing demonstrate more willing to utilize reading resources when technological advancements are integrated into reading practices. Further research is needed in order to determine if this trend is consistent for children with a diagnosed receptive language or reading disorder.