Technology is an increasing part in the lives of junior high students, but little is known about how this technology affects their reading. Reading comprehension from e-books is compared to reading comprehension from conventional print books with junior high students. The problem is that students may be reading from a medium that is less than the most effective medium, which has a negative effect on their achievement in school and beyond. The purpose of this quantitative study was to use a posttest-only experimental design to compare the reading comprehension of three groups of junior high students: (a) a control group using conventional text, (b) an experimental group using plain e-text, and (c) an experimental group using e-text with supports. According to a power analysis, at least 269 students would be necessary to detect a medium effect size. A suburban public junior high school provided 284 participants from Pittsburgh, Pennsylvania. Each student was randomly assigned to read from conventional text, plain e-text, or e-text with supports. Then the students took a reading comprehension test to help determine if one medium is more or less effective than either of the other two mediums. When a four-way ANOVA was run, no significant differences were discovered between the three mediums (p = 0.250). The effect size was w[superscript 2] = 0.008, which is less than a 0.10 small effect size. Therefore, one fails to reject the null hypothesis that the medium a junior high student reads from does not make a difference in reading comprehension scores. Now e-book designers can focus on areas that have been shown to make a difference and junior high school leaders can use and purchase the most cost-effective resources for reading comprehension. Recommendations for future research include expanding or refining this knowledge by exploring the effects of various e-features on more diverse participants, older or younger students, using different stories, and measuring the effect with instruction over an extended period of time. [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.]