This study investigated whether or not the use of the computer-based software program iStation would increase the reading achievement level of third grade students with learning disabilities. It served to add to the body of knowledge about the use of technology with students who have disabilities; previous studies primarily focused on the use of technology with students who have disabilities such as autism spectrum disorder or Down syndrome. This study addressed the following questions: is there an increase in reading comprehension scores on the Discovery Education (DE) Test when third grade students use iStation as a supplemental reading intervention, is there an increase in reading comprehension scores on the DE Test when third grade female students use iStation as a supplemental reading intervention, and is there an increase in reading comprehension scores on the DE Test when third grade male students use iStation as a supplemental reading intervention. The study was quantitative in nature and utilized a single-subject reversal design. The population in this research study was comprised of 100 third grade students with learning disabilities who had low reading achievement scores on district and state assessments. ANOVA with repeated measures was utilized to analyze the means of the quarterly assessment data. The F-ratio is another statistical assessment that was used to verify that the means were notably different from one another. Using the aforementioned methods, it was found that using iStation to supplement core reading instruction led to a significant increase in the reading scores on the DE Test of third grade students with learning disabilities. This research study assisted in adding to the body of knowledge in research regarding students with learning disabilities.