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The driving idea behind assistive learning technologies is that they can provide critical supports that increase learners ' learning independence and allow learners to access and master general, age-appropriate curricula. The promise of computer technologies to address the academic and productivity needs of people with learning disabilities (LD) has been greatly anticipated and studied for many years. Researchers and developers have worked to create assistive technologies (AT) that can alleviate learners ' struggles with decoding, spelling, handwriting, planning and organization, and studying, and decrease their reliance on accommodations such as reading aloud or note taking by others for the learner with disabilities. The development of AT, coupled with the general explosion of consumer technologies, has resulted in many products that are reasonably priced or free; some assistive features have even made their way into mainstream technologies where they can assist many more learners. The days of students with LD having to travel to a separate lab to use expensive equipment are fading. Shared here are some of the most common categories of AT that support literacy and language development. Text to Speech Text to Speech (TTS), a speech engine that can read digital text aloud (usually available in multiple voices and with controllable reading speeds or rates) is becoming a common feature of computer operating systems and some Web sites. It is available in downloadable programs or bundled in assistive reading software. TTS, paired with digital text highlighting each word as it is spoken, can create multisensory literacy strategies, such as repeated and choral reading. Simultaneous highlighting of the spoken text draws learners ' attention and helps them stay in sync with the reader allowing them to focus on comprehension. Simultaneous presentation has been shown to improve word recognition and retention and is a valuable tool in teaching reading to youth and adult