The purpose of this mixed-methods study was to examine the extent to which a digital dialogic reading intervention, shared among adult-child dyads, impacted the reading comprehension of three at-risk readers of primary school age, between six and nine. This age range was an appropriate age for assessing reading comprehension, therefore comprehension of text read was measured quantitatively using retelling rubrics. Semi-structured interviews examined the dyads' perceptions of the intervention. The study included three students enrolled in a Title I school in a low-income community in the Northeastern United States. To gather quantitative data, a single-subject design used oral retelling scores to assess the impact of the intervention on the reading comprehension of three at-risk readers between the ages of six to nine. The researcher created a digital intervention which included all the components of dialogic reading but with an added layer of support to the parent to strengthen the interactions among the dyads surrounding text which promote oral language development of the child. Semi-structured interviews were conducted to garner the dyads' perceptions of a digital dialogic reading intervention. Accordingly, the results of this study demonstrated the impact of a digital dialogic reading intervention on the reading comprehension of at-risk readers in a low socioeconomic community and explained the adult-child dyads' perceptions surrounding this type of intervention. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]