This study examined the impact of cartoon technology on third grade reading comprehension. A class of 23 students were given pre- and post-tests on two passages, with one taught traditionally and one incorporating a teacher-made Pixton cartoon to review sequencing. Both methods improved comprehension significantly, but there was no significant difference between the two. However, students were engaged by the cartoon supplement, which appealed to multiple learning styles. While not conclusive, cartoon technology shows potential as a teaching tool.