The use of augmented reality, assistive technology (AT) and augmentative and alternative communication (AAC) presents an opportunity to significantly enhance the general reading abilities of students with specific learning disorders (SLD) by providing effective learning tools. This study aimed to assess students’ learning experiences to understand the effectiveness of AT and AAC in language skills development and identify the AT tools and devices used in classroom-settings, to better inform practitioners. A literature search was performed using various databases. The review included 22 articles, focusing on multiple implications of AT and AAC. Common factors associated with AT use in teaching students with SLD were identified, and a thematic investigation revealed recurring data on the impact of AT solutions on students with SLD. The findings indicate notable improvements in language skills among students with SLD. However, two articles reported limited effects or no effects on language skills, self-efficacy, and self-esteem. This review shows that AT and AAC effectively support language skills development and outcomes (vocabulary, spelling, orthography, phonological awareness, and reading comprehension) for students with SLD. Given the limited number of studies and the complexity of explored factors, this conclusion should be interpreted with caution.