A program was designed and implemented to improve student vocabulary and comprehension. The target population consisted of 59 students in grades 1, 2, and 3 in a low-income area of a large city in central Illinois. The problems of lack of prior knowledge, poor vocabulary, and insufficient comprehension were documented through data collected from standardized tests and teacher assessments of student performance. Results from analysis of probable cause data indicated that students lack exposure to print and basic reading and comprehension strategies. Due to lack of parental support and unstable family life, many students have limited experiences and limited prior knowledge, resulting in inadequate language and vocabulary development. A review of solution strategies suggested by literature and an analysis of the problem setting resulted in the selection of thematic literature units to expand prior knowledge, reading strategies, vocabulary, and comprehension. Findings from post intervention data suggest that direct instruction, through thematic literature units, resulted in a steady growth in vocabulary by the students. Students developed increased understanding of the literature with a majority of the students scoring in the upper quartile on the comprehension test. Students also exhibited improved interpersonal and intrapersonal skills. (Contains 19 tables of data and 25 references; appended are sample assessment forms, stories, tests, student journals and learning logs, and quilt blocks used as visual clues. (Author/CR)