To increase the reading achievement of a group of first grade students expected to experience reading difficulties during their first grade year, a practicum study involved the collaboration of a school psychologist with teachers, parents, and fifth graders (in cross age tutoring) to provide services emphasizing holistic, literature-based approaches directly to first graders. Twelve first grade students from a basically rural community in Florida participated in the year-long program of weekly interventions involving assessment of instant word recognition from students' basals, reading aloud, writing activities, and high-interest, low-level take-home books, with the school psychologist and with fifth grade tutors. Regular contact with teachers and parents was maintained to monitor students' progress and discuss strategies for reading skill improvement. Results suggest that the goal of the practicum was partially achieved. (Two tables of data are included. Forty-five references and six appendixes, containing examples of practicum materials and lists of books used, are attached.) (SR)