A multiple-baseline design across subjects was used to investigate the effects of word prediction and text-to-speech alone and in combination on four narrative composition-writing skills (writing fluency, syntax, spelling accuracy, and overall organization) of six fifth-grade Hispanic boys with specific learning disabilities (SLD). Participants were divided randomly and equally into Cohorts A and B. During baseline, both cohorts wrote for 15-minute sessions using word processing only. During intervention, Cohort A participants used word prediction, and then word prediction with text-to-speech. Concurrently, Cohort B participants used text-to-speech followed by text-to-speech with word prediction. The results indicated that word prediction alone or in combination with text-to-speech had a positive effect on the narrative composition-writing skills of the targeted students. With text-to-speech alone, inconsequential results were observed. (Contains 1 table and 4 figures.)