This mixed methods research explores the effects of literacy support tools to support comprehension strategies when reading informational e-books and print-based text with 14 first-grade students. This study focused on the following comprehension strategies: annotating connections, annotating "I wonders," and looking back in the text. Data collection comprised the Developmental Reading Assessment®, 2nd edition, comprehension quiz scores, literacy support tools tally system, teacher interview, and researcher/literacy support personnel's anecdotal notes. The students participated in two conditions: (a) reading informational e-books using digital literacy support tools, and (b) reading informational print-based texts using traditional literacy support tools in either Phase 1--Fall or Phase 2--Winter/Spring. Students who read informational print-based text showed a higher mean level of comprehension, F(1, 24) = 22.415, p = 0.001, eta[superscript 2] = 0.483, than those that read informational e-books. A chi-square analysis indicated significant patterns between the e-book comprehension scores and the usage of the literacy support tools, X[superscript 2](6, n = 211) = 25.79, p = 0.001, as well as between the print-based comprehension scores and the usage of the literacy support tools, X[superscript 2](4, n = 640) = 10.98, p = 0.027. In addition, there were significant patterns between the student's reading level and the usage of the literacy support tools when reading e-books, X[superscript 2](4, n = 214) = 35.21, p = 0.001, as well as between the student's reading level and the usage of literacy support tools, X[superscript 2](4, n = 639) = 21.43, p = 0.001. The qualitative data highlights the student's literacy support tool preference, the ability to use the tools, and understanding the relevant application of the tools. Incorporating informational e-books and digital literacy support tools into the classroom provides additional opportunities to read and comprehend informational text. [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.]