This study describes a program designed to increase student background knowledge in order to improve reading comprehension. The targeted first grade class is located in a Midwest, middle class, metropolitan community. More than half of the school's population is identified as low-income. Evidence for the existence of the problem was obtained through pre- and post-graphic organizer activities to determine theme vocabulary; a home survey; and literacy checklists for readiness and journal writing. Analysis of probable causes was evidenced by teachers' observations of students demonstrating a lack of literacy readiness skills usually acquired from home. Teachers reported a deficiency in language development, background knowledge, higher order thinking levels, and reading and writing connections. After reviewing professional literature and analyzing the targeted learners, a decision was made to select two interventions: implementing learning strategies to enhance background knowledge and language development, and strengthening the reading and writing connection. Post intervention data indicated increased thematic background knowledge and associated vocabulary, improved classroom discussions, increased confidence in attacking higher order skills, improved peer interaction socially and verbally, and an improved comfort level for technology. (Contains 34 references, 9 figures, and 2 tables of data. Appendixes contain word lists; a semantic map; a blank journal page; screen captures; pre- and post-tests; and a lesson plan on pumpkins.) (Author/RS)