An action research project described a program for teaching students beginning reading strategies that will help them to become independent readers. The targeted population consisted of first grade elementary students in a growing middle class community located in a suburb of a large metropolitan area in the Midwest. The problems of beginning readers not using strategies to help them become independent readers was documented with test scores, student surveys, student writing samples, teacher observations, and pre and post inventory tests. Analysis of probable cause data revealed that students who do not coordinate multiple strategies to improve their understanding and memory of text do not become strong readers. Also, a child's ability to profit from opportunities to learn to read and spell is based on a foundation of language skills built during preschool years. During the past decade, systematic and explicit instruction designed to help students acquire this foundation has not been commonplace. Further data reveals that although the term "phonemic awareness" is a rather new one to reading educators, teachers who work with primary grade children have seen children with difficulties in this area for a long time. A review of solution strategies suggested by knowledgeable others resulted in the development of a series of measurements to identify students who do not use beginning reading strategies. Some of the strategies include: knowledge of letters and their sounds, concepts of print, and phonemic awareness. Post intervention data indicated an increase in student use of beginning reading strategies which helped them become independent readers. (Contains 18 references.) (RS)