A program was designed to improve the reading achievement of second grade students in a rural Georgia school. An analysis of the problem indicated that: a higher percentage of second grade students from low socioeconomic conditions scored lower on standardized reading achievement tests than other second grade students; students who scored lower owned fewer books than those who scored higher; and those who scored lower did less recreational reading than those who scored higher. Interventions included a program of daily oral reading in the classrooms by teachers and recruiting parents to enroll their children in the Woodbine (Elementary School) Read Aloud Club. Parents who enrolled their children in the club agreed to read aloud to their children on a daily basis and turn in simple reading logs to the teachers each month. As a reward for their parents' read aloud efforts, the children received free storybooks of their choice each month. The objectives were to improve the students' reading comprehension, word reading, and auditory vocabulary using the Stanford Diagnostic Reading Test to measure any changes in reading ability. Test results indicated a 38.5% increase in auditory vocabulary, a 46.4% increase in reading comprehension, and a 43.6% increase in word reading for the approximately 70 subjects. (Twenty-seven tables of data are included; 53 references, 2 appendixes of data, a list of educational objectives, the enrollment form, a reading log, 2 sample newsletters, 2 newspaper articles, and a site visitation team report are attached.) (Author/RS)