The large-scale dissemination of children’s digital contents is accompanied by a set of editorial, institutional and societal concerns regarding their affordances and limits for young readers’ cognitive and emotional development. How do young readers approach digital reading and electronic literature? Which kind of resources, digital features and textual elements appear to support their learning? Are multimodal and interactive resources effective for the meaning-making processes? This article offers some preliminary answers to those questions by analyzing a selection of scientific studies published in the last two decades. The first part summarize how multimodal and interactive elements may affect the comprehension, the interpretation, the memorization and the literary learnings, while offering a closer look at French school practices. The second part presents the results of two observations of two French primary school classes in 2017, in order to describe how an adaptation of a contemporary picturebook in the form of a literary app may be understood and interpreted in in the context of a literature class. The analysis of these various contributions offers a detailed picture of the young digital readers, while highlighting some of the new competences (Lacelle, Boutin and Lebrun, 2017]) required to appreciate the specific features of the literary “techno-text” (Hayles, 2002).