This mixed method study, grounded in Vygotsky's sociocultural theory, examines if nonfiction e-books read independently by children enrolled in a summer reading program will increase vocabulary, improve comprehension, and enhance motivation to read as compared to children reading nonfiction trade books with adult support. Findings indicate improved vocabulary identification in all intervention groups (i.e., e-book, adult support, and independent) after reading. However, there was no significant difference in improvement regarding vocabulary or motivation to read when comparing the intervention groups. Although not significant, the results indicated the post-test mean was higher than the pre-test mean for the teacher group for motivation for recreational reading. Conversely, in all other areas of motivation for reading, the pre-test mean was higher than the post-test mean, indicating lower motivation for reading at the end of the summer program. The study also found that children with adult support gave the most accurate retellings, followed by the e-book group, and finally the independent group. Overall, the interview data across all groups included positive attitudes regarding the use of e-books and a preference for reading e-books rather than regular trade books.