Dyslexia, which affects between 5% and 18% of Americans, is caused by difficulties with phonological processing. This study investigates the impact of an online intervention which remediates phonological processing deficits on functional reading skills such as accuracy, fluency, and comprehension. It also investigates changes to student self-concept and parent perceptions of their children's reading attitudes and abilities as a result of the online intervention. Ten students participated in an 6- to 12-week online intervention. Scores in Phonological Processing and Alternate Phonological Processing, as measured by the CTOPP-2, improved for all students, indicating that 60 - 65 hours of intervention improves students' abilities to perceive and manipulate the individual sounds in words, which is the foundation of good reading. Functional reading abilities (word reading accuracy, oral reading fluency, and reading comprehension) were measured using the WIAT-IV and were not found to be large overall. Although parents noted qualitative changes in their children's attitudes toward reading, including a greater willingness to read in general, the Piers-Harris Self-Concept Scale did not demonstrate significant changes in student self-concept. [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.]