This report describes a program of peer tutoring using specific learning and metacognitive strategies to increase reading comprehension . The targeted population consisted of first through fourth grade students in self-contained regular education classrooms located in two adjacent suburbs of a large metropolitan area. The problem of poor comprehension was documented through student interviews, Title I placement, and standardized tests that indicate student academic performance. Analysis of probable cause data revealed insufficient teaching strategies, lack of parental involvement in relation to reading literacy, and an increase in English as a second language population. In addition, data indicated non-English-speaking students lack the knowledge base to comprehend reading material. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: incorporation of learning and metacognitive strategies in reading; implementation of monthly book logs; and peer tutoring techniques and activities. Post intervention data indicated an increase in students' reading comprehension, an improvement in the use of graphic organizers, and an increase in the understanding and use of peer tutoring. (Contains 26 references and 9 tables of data. Appendixes contain the student interview questions, the parent survey, a book log, and the student evaluation rubric.) (Author/RS)