Children's literacy is critical to their future academic and social success. Children who learn to read well can structure sentences and understand how to use words. A child's reading skills are important to their success in school and society. By having communication and language skills, children who read develop a broader vocabulary and score better on standardized tests. The use of technology in school classrooms is a way to provide support and enhance learning for students with reading disabilities. Teachers can use technology as a part of their classroom instruction as a tool to assist students in areas where they are not as strong. Effectively using digital tools allows teachers to engage their students, which in turn, helps to increase student's retention of information. The purpose of this qualitative phenomenological study is to explore K-1 teachers' perceptions regarding technology that supports literacy development for children with reading disabilities or delays, as well as the influence of these technologies upon reading comprehension and low-test scores. For this purpose, a qualitative methodology as it was ideal for exploring the perceptions and lived experiences of participants. Participants shared their experiences with literacy development, technology to support literacy development and technology to support reading comprehension. Several themes arose from these interviews and shared experiences. The use of technological software, tools, and activities enabled the educators to efficiently instruct their students, provide tailored teaching instruction, monitor student progress, cultivate confidence and motivation, and helped students achieve their target test scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]