Dyslexia is defined as a difference in acquiring reading, spelling and writing skills that is neurological in origin (Smythe, 2010). Dyslexia is caused by a combination of difficulties in phonological processing, working memory, rapid naming, sequencing, and the automaticity of the basic skills (Smythe, 2010). Due to their poor language processing, Marion Rondot-Hay states that dyslexic students suffer equally in acquiring their first language as well as other second languages. However, when provided with the needed accommodations, dyslexics are able to acquire a foreign language. Reading requires making the connection between a visual representation and its corresponding linguistic information (Banzato et al, 2012). Dyslexics’ reading problems stem from their weak phonological awareness that results in difficulty in identifying the grapheme (letter) with its corresponding phoneme (sound) (Ryeng, 2010). Therefore, poor phonological awareness creates problems in word recognition, decoding (R. Wiseheart et al, 2009). Decoding is knowing how a word is written and how it sounds, which is essential during the reading process (Banzato et al, 2012). Assistive technology is any technical aid, device, tool, or adaptation which is “used to increase, maintain or improve functional capabilities of individual with disabilities” (Tech Act, 2004; ATA 2004). Research shows that as decoding is essential for comprehension, in itself comprehension can facilitate decoding, especially that dyslexic students do not have comprehension problems in spoken texts (Loftus, 2009; Cornoldi, 1999). Therefore, using assistive technology to convert written texts to spoken ones can improve comprehension and thus decoding. Besides decoding, dyslexics have numerous numbers of other difficulties while reading, such as losing the place of words in text, blurring of words, and confusion created by decorative font or background color (Loftus, 2009). Accordingly, the main role of Assistive technology is to provide readers with dyslexia-friendly written materials that can help overcome the difficulties they face during reading and increase their comprehension of written text. With reference to the above mentioned, the purpose of this presentation is to provide foreign language teachers with a number of suggestions through using an in-house software for supporting dyslexic students learning Arabic as a foreign language throughout their reading process. This software aims to improve dyslexic students’ ability to read through enhancing decoding with text to speech technology and the utilization of a number of e-text adaptations.