In 2001 the No Child Left Behind Act (NCLB) mandated that U.S. public schools provide evidence-based practice for individuals with learning disabilities. However, it is unclear whether U.S. public schools have consistently adhered to this mandate. The purpose of this study was to provide preliminary evidence regarding whether U.S. public schools have adhered to this mandate for children with dyslexia. Scores from the Gray Oral Reading Tests fluency subscale were used to study the change in reading ability over time in 60 children with dyslexia ages 6-17 years. Children comprised three sample groups: clinical sample (n = 11), experimental intervention (n = 37), and community intervention (n = 12). While the many limitations of the study design necessitate a high degree of caution when interpreting the results, the study supports the importance of further investigations of whether special education programs in the United States should implement evidence-based practices for students with dyslexia. [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.]