This report describes a program to improve reading and language arts skills. The targeted population consisted of students in 2 first grade classrooms (average class size 25) from a midwestern elementary school in a predominantly white, middle to upper-middle class neighborhood. Data documenting the problem was obtained from the previous year's kindergarten teacher and current classroom teachers and consisted of informal and formal assessments, teacher observational surveys, and school records. Results from analysis of probable cause data indicated that students lacked preliteracy skills including inadequate awareness of print and phonemes, as well as phonological processing deficits. Additionally, some students lacked the auditory and visual skills to become successful readers. Findings suggest that lack of exposure to print media and inadequate family involvement in literacy development may have contributed to the problem. A review of problem solution strategies suggested by literature, combined with an analysis of the problem setting, resulted in the development of a reading intervention program of direct instruction. The selected targeted group for intervention consisted of nine at-risk first graders, six boys and three girls. Post-intervention data indicated student improvement in the targeted areas of print awareness, phoneme awareness, and phonological processing. Students increased their ability to use letters to represent written text, as well as improved their ability to recognize phonemes and process the use of phonemes in reading and language arts activities. (Contains 5 tables of data, 14 figures, and 35 references; 5 sample forms are appended.) (CR)