An action research project described a program for improving prerequisite reading skills. The targeted population included students in a special education kindergarten and an at-risk first grade from declining urban schools located in a medium sized Midwestern city; and students in an at-risk prekindergarten program from a nearby middle class community. The problem of inadequate pre-reading skills was documented by test scores, teacher checklists, and early screening tools. Analysis of probable cause data revealed several contributing factors. Negative environmental factors were influencing the children's ability to learn. Inadequate teaching approaches were not meeting individual learning styles. Poor development of speech sound awareness at an early age was leading to reading difficulties. A review of solution strategies as suggested by educational literature and other professional sources resulted in the following interventions: explicit training in phonemic awareness, incorporating activities to address a variety of learning styles, and providing a climate conducive to learning using the best practices of whole language and phonics instruction. Post-intervention data indicated an increase in phonemic awareness skills including rhyming, word perception, letter identification, sound/letter association, and blending and segmenting. (Contains 38 references, and eight tables and three figures of data. Appendixes contain assessments, checklists, surveys, intervention schedules, a sample lesson plan, hand signals, and intervention activities.) (Author/RS)