This report describes a program for improving the development of students' reading skills. The targeted population consisted of students in kindergarten, first, and second grades. The classrooms were located in adjoining lower socioeconomic areas. The problem of poorly developed reading skills was documented through data collected by the teacher researchers through reading skills, checklists, and student assessments. An analysis of probable cause data revealed numerous reasons why low reading development might occur. Children may not have the exposure to life's experiences and the access to books necessary to experience success in reading due to low socioeconomic factors. Another factor, which plays a role in students' success in reading, is the lack of sufficient teacher preparation and a lack of knowledge in how to adapt teaching strategies to individual student's learning styles. A review of solution strategies combined with an analysis of the problem setting resulted in the selection of the following components: (1) the teacher increased phonemic awareness activities; (2) the teacher modeled strategies to improve fluency and comprehension; (3) the teacher implemented activities to improve writing skills; (4) the teacher exposed students to a wide variety of literature; and (5) the teacher provided an environment conducive to all learning styles. The data revealed that the students made a marked improvement in reading. On all measures used, student reading performance improved at each of the sites and in all classrooms studied. Appendixes contain a phonemic awareness recording sheet, reading fluency and comprehension selections for each grade level, word lists, checklists, and a parent survey form. (Contains 34 references, 8 figures, and 3 tables.) (Author/RS)