The purpose of this study was to determine the impact of text-to-speech software on reading fluency and comprehension for four postsecondary students with below average reading fluency and comprehension including three students diagnosed with learning disabilities and concomitant conditions (e.g., attention deficit hyperactivity disorder, seizure disorder) and one student whose primary language is Korean. Three conditions were compared using an alternating treatments design: reading aloud without text-to-speech software, reading aloud after reading along with text-to-speech software at 25% faster than the student's baseline mean, and reading aloud after reading along with text-to-speech software at 75% faster than the student's baseline mean. Results were mixed, with the 25% condition having slightly better outcomes for three participants despite most participants indicating a preference for the faster computer modeling speed.