This report describes a plan to increase word recognition skills. The targeted population consists of first, second, and fourth grade students in upper middle, middle, and lower socioeconomic communities located in the suburbs outside of a large city. The problem of inadequate word recognition skills was documented through data revealing the number of students who received low scores on Curriculum Based Measurement, S.T.A.R. tests, running records, reading unit tests, and unit word list tests. Analysis of probable causes revealed that student's lack of reading readiness, phonemic awareness, word recognition, parental involvement, and low test scores were related to limited word recognition skills. Many of these probable causes were identified by parent surveys, student checklists, teacher observation, and anecdotal records. A review of possible solutions strategies found through an extensive review of educational journals resulted in the selection of four interventions: Cunningham's Four Blocks (1999), daily phonemic activities, immersion in a print rich environment, and increased parental involvement. Post intervention data indicated that the students lacked word recognition skills that enabled them to become better readers. More research is necessary to determine whether improved academic achievement is a result of the intervention. (Contains 36 references and 15 tables of data. Appendixes provide a spelling test, an anecdotal record form, and an anecdotal record and reminder list.) (Author/RS)