This study aims to investigate the effectiveness of digital technologies on the reading achievement of school-aged children with dyslexia. This study employed a quantitative approach using a quasi-experimental, pre-test and post-test design to investigate the effectiveness of digital technologies on the reading achievement of school-aged children with dyslexia. The sample was divided into three groups, equal in number, and with the same age as they were from grade one: control (n=10 children), print storytelling (n=10 children), and digital storytelling (n=10 children). Findings indicated a significant difference between the three groups (I.e., control, storytelling, and digital storytelling) on all test scores in post tests.   It is noted that people with learning disabilities need to employ modern strategies such as e-learning and supporting technologies of all kinds in the educational process.