This report describes a program for increasing student reading comprehension. The targeted population consisted of seventh grade students in a growing middle class community located in Illinois. The problem of low reading comprehension was documented through teacher, student, and parent surveys. In addition, reading interest inventories, and teacher-made comprehension assessment materials, were utilized in identifying and documenting this problem. Analysis of the probable cause data revealed that a number of factors related to low reading comprehension. Among the causes are a lack of prior knowledge and background knowledge, and a lack of motivation to read. Another cause of low comprehension in reading could be that students do not utilize proper reading strategies. Furthermore, educators are not being given adequate inservice training on the reading strategies that their students should use to improve their reading comprehension. A review of solution strategies suggested by a group of knowledgeable others combined with an analysis of the targeted site, resulted in the selection of three major categories of intervention: instruction in pre-reading strategies, active reading strategies, and post-reading strategies. Post intervention data indicated an increase in reading comprehension. Appendixes contain survey instruments, data, evaluation measures, and student samples. (Contains 26 references, and 6 tables and 2 figures of data.)(Author/RS)