An action research project studied the attitudes and achievement of low-achieving fifth-grade students after participating in a 1-year heterogeneously grouped, literature-based reading program. The project explored the changes in student attitudes towards reading, and changes in students' knowledge in comprehension and vocabulary development. Eight fifth-graders from a Christian school in Michigan were evaluated through a pre and post student achievement test; a pre and post student attitude questionnaire, student comments, parental comments and diary, and a pre and post Houghton Mifflin basal grade equivalent skills test required by the principal of the school. Results indicated that the attitudes of low achievers towards reading were more positive after the treatment. The low achievers were more motivated to read, and the reading achievement scores indicated a gain in both vocabulary and comprehension. Results suggest that the attitudes and achievement of the low achievers can increase while participating in a heterogeneously grouped literature-based reading program with instruction that directly instructs them to monitor their own metacognition. Low achievers can benefit from exposure to children's literature to motivate them to read. Through direct instruction of comprehensive strategies, low achievers can learn to monitor their own comprehension. While participating in heterogeneous groups, differences are minimized. (Author/PRA)