Approximately 15-20% of the U.S. population has been diagnosed with dyslexia. The theory of automaticity implies that automatic decoding precedes fluency in reading, leading to better comprehension. The "Reading from Scratch" program is designed to assist dyslexics improve their reading ability. Research questions for this case study included understanding the academic and non-academic experiences of individuals with dyslexia; whether those with dyslexia believed the "Reading from Scratch" program increased their phonological processing, oral reading fluency, and spelling ability; and whether the Gray Oral Reading Test-4, the Test of Written Spelling-4, and the Comprehensive Test of Phonological Processing test data support participants' perception of their own phonological processing, oral reading fluency, and spelling ability. Data were gathered through individual interviews with six participants regarding their experiences. Thematic analysis indicated that five of the six participants experienced great difficulty in school and at work. Five of the six participants believed their skills improved due to the "Reading from Scratch" program. Implications for positive social change include considering the potential of integrating programs such as "Reading from Scratch" to help correct the language encoding and decoding deficiencies as experienced by dyslexic learners that would allow them to become more satisfied and competent readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]