A study examined an early reading intervention program designed to lead children, identified with low reading readiness at the start of first grade, to an appropriate reading level by the end of a 6-month period. Subjects were students entering first grade in a middle class community in northern Illinois. The problems of low reading readiness were documented through assessments made at the beginning of the school year. Analysis of probable cause data revealed that students lacked sufficient exposure to written and spoken language, the alphabet, and phonemic patterns. Additionally, some children experienced physical, emotional, or attention problems that interfered with their readiness to read. A review of solution strategies suggested by literature and an analysis of the problem setting resulted in the development of a first-grade reading intervention program designed to provide additional language and reading experience to those found to be most in need of reading support. The program provided for: (1) systematic phonic instruction, (2) use of appropriately leveled literature, and (3) a structure compatible with the child's whole class reading instruction. It also included a parent involvement component. Results from post-intervention data indicated either mastery of or increased performance in the students' recognition and use of upper and lower case letters, beginning sounds, spelling, name recognition, print awareness, rhyme and reading levels. (Contains 6 tables of data, 4 graphs, and 33 references; various forms labelled A through I are appended.) (CR)