The researcher investigated how dyslexia can impact individuals, both socially and emotionally, which can lead to low self-esteem and school failure. This historical study analyzed the growth and development of five 3rd through 5th grade students at a school in a southern state who have a dyslexia action plan that includes enrollment in a school-based dyslexia therapy program that is taught by a certified dyslexia therapist. To conduct the analysis, the author gathered quantitative data through growth comparisons of three data sets, as well as qualitative data through a questionnaire format. There was a statistically significant difference in the STAR Reading scores of the students, but the other two measures did not reflect a statistically significant difference. The qualitative data collected supports the hypothesis that if dyslexia action plans that include the intervention of a school-based therapy program are implemented, then the 3rd-5th grade student participants will show academic growth and development. Based on the quantitative data and the qualitative data, the researcher concludes that dyslexia action plans that include enrollment in the dyslexia therapy program are effective in improving the growth and development of these students. The author hopes that educators will use this research to improve policies and procedures, implement plans, and hire dyslexia therapists to assist students with dyslexia, who represent such a significant portion of the population. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]