This three-article dissertation study investigated technology integration in elementary reading instruction that aims to improve students' reading skills by seeking to accomplish three overarching goals: (1) examine the general effects of digital tools used in elementary classrooms for improving students' reading achievements; (2) measure elementary school teachers' perceptions of technology integrating into reading instruction; and (3) explore item functions in teachers' perceptions of the role of technology in reading instruction. Study one used a meta-analysis method, study two developed a survey instrument for the purpose of the current study, and study three conducted a pilot study by using the newly created survey instrument. The multimodality theory informed the study design. Chapter one introduced the study purpose, theoretical framework, and research questions of each smaller study. Chapter two found an overall moderate effect size (d = 0.63) on technology-based tools for students' reading achievement, and the effects of different types and purposes of technology on reading skills showed disparity on effects. Chapter three developed a survey instrument to measure elementary teachers' perceptions of technology-integrated reading instruction. Chapter four further conducted a pilot study with the survey instrument and found that the newly created survey instrument is valid and helpful to measure teachers' perceptions of technology integration in reading instruction. The open-ended questions added details of teachers' perspectives regarding the types of technology they used in reading instruction and how they perceive the roles of technology in instruction. The findings from this study provide information to the field, which include: (1) the moderate effects of technology on elementary students' reading skills improvement, (2) elementary teachers' perceptions of technology-integrated reading instruction in classrooms, and (3) item functions of teachers' perceptions of the role of technology in reading instruction. [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.]