This mixed methods retrospective analysis analyzed change using a linguistic-based approach during speech therapy among first or second-grade students with a speech sound disorder. Measures analyzed change within intelligibility, phonemic awareness, decoding, ability to apply skills, and response to IEP goals related to speech. Five schools participated, with speech-language pathologists implementing the intervention and teachers providing qualitative input after the intervention ceased. The speech-language pathologists delivered the intervention to all students, not knowing which students participated. Based on the synthesis of data, a linguistic approach in therapy provided a positive change within each population and skill monitored. A multidisciplinary approach is vital in literacy development for educational success. [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.]