The study investigates the effect of hybrid technology (HT), which combine physical objects and virtual effects, on learning receptive-vocabulary in English as a foreign-language (EFL) among students with dyslexia. Participants included 106 students aged 9-12. The students with dyslexia were randomly divided into intervention groups that used either HT (the Osmo™ app) or traditional technology (TT; a PowerPoint presentation). The typically developing (TD) students served as a control group. Pre-intervention scores on an English vocabulary test were significantly higher among TD students, nevertheless did not differ between HT and TT groups. Post-intervention scores were significantly higher among students with dyslexia in the HT group compared to the TT group. Test scores decreased significantly 2 weeks post-intervention in both intervention groups, yet were significantly higher in the HT group. Moreover, no significant differences were found post-intervention and 2 weeks post-intervention between the HT and TD groups. The explained variance of the test showed that the score and the English achievements at school contributed to explaining the differences in test scores, consistent at the three assessments points. Results illustrate the positive effect of HT on achievements of students with dyslexia, thus exposing EFL and special needs teachers to an advantageous tool.