Through access to assistive technology, adult students with learning disabilities can improve their literacy skills and goal attainment as a supplement to regular adult basic education classes. This article describes a project that investigated whether increased engagement with text‐to‐speech and speech‐recognition software could improve participants' foundational literacy skills. Data were gathered through careful observations as well as reflective dialogue with the learners. Three layers are explored: The underlying framework of dialogic research Thematic analysis of students' interactions with the equipment Thematic analysis of the role of the coach Through a series of snapshots of students' approaches to literacy learning with assistive technology and a cross‐case analysis, possibilities and complexities are revealed in the intersection of literacy and technology.

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