This paper provides an introduction to the concept of audio-supported reading (ASR) for students with specific learning disabilities. In a previous paper written for the National Center on Accessible Instructional Materials (AIM Center), Jackson (2012) defined ASR as a technology-based technique for reading in which individuals read digital text "in conjunction with" listening to the text in an audio format such as text-to-speech (TTS). A video demonstration of ASR with computers, tablets, and smartphones can be viewed on the Audio-Supported Reading page. While this earlier work focused on ASR in relation to students who are blind or have low vision, here we expand the discussion to include students with specific learning disabilities. Part I of this paper describes the evolution of the concept of "specific learning disability" under the Individuals with Disabilities Education Act (IDEA) of 2004. Part II discusses the ways in which accessible educational materials (AEM) can be used to support specific reading-related needs of students with learning disabilities. Part III provides a summary of ASR technique and examines the limited research pertaining to ASR and students with learning disabilities. Finally, Part IV presents key considerations for future work in this area.