<p>The research presented is an investigation into the efficacy of technological and engineering design-based learning (T/E DBL) as a pedagogical approach to intentionally facilitate comprehension of nonfiction/informational text inclusive of graphical devices among elementary students. The research followed a mixed method exploratory embedded case study design. Six grade five participants were studied as whole group and as reading level dyads (below, on, and above grade level) while progressing through three different T/E DBL challenges designed to intentionally support graphical device comprehension (GDC) instruction. A variety of instruments were used to collect data and assess participant prior knowledge, comprehension of graphical devices, and resultant reading comprehension of both familiar and unfamiliar texts. Data analysis generated detailed descriptions of reading comprehension levels for each of the six participants throughout the study. Findings revealed that T/E DBL increased text interactions and graphical device usage across all participants, promoted their development of general GDC for diagrams and tables, improved their comprehension of unfamiliar science texts, and proved to be of particular benefit to below grade level readers. These results demonstrated the efficacy of T/E DBL as a valuable component of elementary level reading instruction for improving student use and comprehension of graphical devices, and for improving their overall comprehension of unfamiliar science and engineering texts where embedded graphical devices present new content in a visual information genre.</p>