A program was developed for improving primary level student intelligences in order to improve reading comprehension, prediction skills, and the ability to apply targeted reading strategies. The targeted population consisted of first and second grade students in a middle class community located in the far southern Chicago metropolitan area. The problem of reading comprehension was documented through standardized testing of comprehension, teacher observation, and portfolio accumulation of multiple intelligence activity growth. Analysis of probable cause data revealed students were not motivated to read and failed to make the connection between reading and understanding. A review of suggested solutions by educational experts, combined with an analysis of the problem setting, resulted in the selection of an intervention process which consisted of the development and implementation of a Multiple Based Language Arts Curriculum. Reading comprehension was addressed through child-centered activities designed to include the multiple intelligences, and extensive reading strategies were included. Post-intervention data indicated growth in reading test scores and an increase in the number of students reading at home. Students used reading strategies on a consistent basis to improve comprehension. Children were able to identify the intelligences being targeted in the reading centers. Their portfolios exhibited personalized products of the individual student's growth. (Contains 12 tables of data and 24 references; various sample forms, including a multiple intelligence planning grid, a teacher survey, a reading strategies/comprehension checklist, and a story web, are appended.) (Author/CR)