An action research project developed a program for improving writing skills. The targeted population consisted of second through fifth grade students in two districts in growing middle to upper class communities, located in suburbs southwest of Chicago. The need for improving writing skills was evidenced by classroom teacher observations, anecdotal records, authentic writing portfolios, and surveys. Research literature supports the assertion that students are unable to effectively communicate for a variety of purposes and audiences through written language. Four probable causes were examined in depth: developmental progression of writing skills; development of oral language skills; required time to teach and evaluate the writing process; and lack of teacher training. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of one major intervention, Wordless Picture Books. Intervention lessons using Wordless Picture Books focused upon the writing skills of sequencing, dialogue, describing words, elaboration, and vocabulary development. Results indicated that the intervention improved the overall growth of writing skills, specific to the areas of sequencing, elaboration, and dialogue. Results also suggest students in the lowest 25% on the pretest made the most gains. (Contains 31 references and 8 figures of data; 10 appendixes include survey instruments, pre- and posttests, lesson plans, a sequencing rubric, a wordless picture book rubric, and visual aids.) (Author/RS)