The acquisition of reading skills is a critical component of early education in the United States, beginning with the introduction of pre-literacy skills to children as young as pre-school age. Students are tasked with developing the ability to decode and comprehend text across various subject areas. However, national reading data indicates that a significant portion of young learners are not meeting proficiency standards. While the precise variables influencing reading development remain uncertain, there are discernible contributing factors at play. For example, some instructional approaches diverge from established best practices supported by extensive research. Furthermore, discrepancies in teacher training programs, variations in curriculum choices, and the adoption of a range of pedagogical philosophies in reading instruction all appear to contribute to the overarching challenges in students' reading proficiency. Transitioning towards a more methodical approach, based on evidence and research, is recommended. By aligning instruction with the five pillars of reading established by the National Reading Panel in 2000, selecting curriculum grounded in empirical evidence and implementing applied behavior analytic teaching methodologies educational institutions can refine their instructional strategies to foster meaningful improvements in student outcomes. [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.]