Reading difficulties are the most common cause of academic failure and underachievement (International Dyslexic Association, 2012). Over the last half century, the Orton-Gillingham approach has been an influential intervention designed expressly for remediating the language processing problems of children and adults with dyslexia. The purpose of this study was to use the single case research method to determine the effectiveness of an Orton-Gillingham (O-G) based multisensory reading intervention on a student who was diagnosed with a dyslexic reading disability. The study investigated instruction delivered twice weekly for fifty minutes, one on one, through the Orton-Gillingham approach using multisensory techniques. The study measured the effectiveness of this type of instruction. The findings of the study confirmed a positive relationship between the Orton-Gillingham method of reading intervention and student learning outcomes in word identification, word attack, spelling, comprehension, word reading fluency, and phonological awareness. The results of this study can be share with other educators as a potential strategy addressing the needs of learning disabled 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.]