Much is known about how to improve students' comprehension when reading printed text; less is known about outcomes when reading digital text. The purpose of this meta-analysis was to analyze research on the impact of digital text interventions. A comprehensive literature search resulted in 27 group intervention studies with 16,513 participants. The overall weighted mean effect size for interventions designed to provide basic access to text was small (ES = -0.03, range -0.49 to 1.18), whereas a moderate effect size was obtained for interventions that served as instructional enhancements for digital text (ES = 0.51, range -0.35 to 1.57). These findings were consistent across grade level (elementary vs. secondary) and student type (with disabilities vs. without).