Using TAC (Learning and Knowledge Technologies) tools promotes a new way of teaching and facilitating access to information, improving the quality of learning by providing students with greater motivation, interest, and autonomy. This research project analyzed the relationship between digital tools and reading comprehension. A structured questionnaire and the CLP (Progressive Complexity Reading Comprehension) test were used to diagnose the use of digital tools. Academic performance in reading comprehension was also evaluated using a pre-test and post-test. The digital tools used were: Cokitos, Mundo Primaria, Bosque de fantasías, Cerebriti, Árbol ABC, ¿Cómo dice que dijo? Subsequently, the TAM (Technology Acceptance Model) questionnaire was applied to this quasi-experimental process to determine the level of technological acceptance of the tools used, giving a satisfactory result. The results reflect that the students increased their comprehension and motivation in class, demonstrating that the timely and planned application of digital tools can improve teachers’ performance by achieving an optimal environment for developing reading skills.