Despite an abundance of research centered on reading and applied behavior analysis, minimal literature exists on the use of applied behavior analysis methodologies to treat reading disabilities. This dissertation-in-practice action research study examined the extent to which a behavior-analytic intervention infused with the science of reading could change reading achievement for students who exhibited characteristics of dyslexia. Five first-grade students who struggled with reading participated in a 6-week tutoring session in Central Florida. I used a withdrawal design to determine the intervention's effectiveness on students' reading behaviors, focusing on the role of feedback in the intervention package by alternating protocol use between conditions. The Kaufman Test of Educational Achievement Dyslexia Index was the instrument I used to measure the risk and severity of students' dyslexic characteristics before and after the study and determined the overall degree of dyslexic characteristic change. Results showed that the intervention was effective in increasing reading achievement and decreasing students' risks for dyslexia. Although other scholars have found immediate feedback to be effective, it did not play a crucial role in this study. Future research could include replication of the study with a larger sample size. Future researchers could also complete a component analysis to examine the impact of the various components of the treatment package or a parametric analysis to determine the impacts of intensity and frequency of receiving the package. [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.]