Reading is a necessary component of developing a meaningful connection with society (Pullen & Cash, 2011). Thus, developing reading skills is one of the most vital developmental constructs to ensure a child can access society. Unfortunately, approximately 40% of students have difficulty in reading, and 80% of students with learning disabilities experience difficulty with reading (Mercer, Mercer, & Pullen, 2011; National Center for Educational Statistics , 2005). The impact of low achievement across the country in reading prompted policy makers to address this problem first through a report developed at the behest of Congress by some of the leaders in the field of reading (National Reading Panel, 2000). This document was used as the basis of the passage of the No Child left Behind Act of 2001 (now the Every Student Succeeds Act, 2015) which instituted a reading first initiative that strove towards the lofty goal of having all children in America able to read by the third grade. Further, as discussed in Chapter 1, it instituted guidelines for evidence-based practices that are to be used to teach students to read so that the high number of students with reading difficulties or disabilities might be reduced by providing high quality instruction that is based on science.