The purpose of this research was to determine the outcomes of using a text-to-speech computer program with first-grade at-risk students, including their skills related to the recognition of sight words and reading fluency. In this study, a text-to-speech program was used as a supplemental reading intervention for improving literacy skills. Ten first-grade students participated in the study over a four-week period. This study included data collection through pretest, posttest, surveys, observations, interviews, and specific reading evaluations. The students used a text-to-speech program to gain auditory and visual exposure to printed text through a variety of fiction and nonfiction stories. The findings of the study indicated that the benefits of a text-to-speech program have a positive influence on literacy skills. The data collected from the interviews and observations confirmed that the students enjoyed the experience of the reading intervention. The data collected from the surveys indicated an increase in the number of students who chose reading as a school activity. The results of the pretest and posttest data showed an increase in sight word recognition and a gain in reading fluency. Implications for further research include the long-term impact of a text-to-speech program. The results of the study were communicated to the learning community through a PowerPoint presentation. The presentation promoted professional collaboration among colleagues and encouraged the use of text-to-speech as a supplement to reading instruction.