This final report describes activities and accomplishments of a 3-year federally funded project, Project LITT (Literacy Instruction Through Technology), which focused on developing the reading skills of elementary and middle school students with learning disabilities (LD) by using hypermedia-based children's literature. The project involved five interrelated studies focused on: (1) characteristics of hypermedia-based children's literature in relation to students' learning needs; (2) learning strategies used by students with LD in interactions with this type of software; (3) types of instructional supports needed to maximize reading gains that students receive from hypermedia-based children's literature; (4) the effectiveness of this software in improving students' reading skills; and (5) effectiveness of bilingual versions of the software with LD students who are English language learners. Findings indicated that when LD students engaged in unstructured interactions with talking storybook software their reading performance was not enhanced but when structured support was provided their time on task increased, as did gains in reading skills. Specific recommendations are offered for selecting talking storybook programs and for classroom reading instruction. (Contains 18 references, and information about LITT related conference papers, publications, and Web sites.) (DB)