This action research project highlights the implementation of reading strategies that work for at-risk primary students. The targeted population consists of first grade students located in a suburban at-risk school. The dilemma of how to best teach children to read who are at risk for academic failure upon entering school has been documented through data indicating the reasons for difficulties in reading. The probable cause data indicates the following: at-risk readers lack experiences before entering school, parental support is low, and the child's potential lack of intrinsic motivation to learn. Additionally, teaching strategies are not adapted to meet the special needs of the at-risk child. A review of the solution strategies led to the implementation of several new reading strategies in the classroom specifically designed to meet the needs of students at risk. One solution strategy is the implementation of the four blocks literacy model (Pat Cunningham, 1999). The literacy model encompasses the following teaching strategies: Guided Reading, Self-Selected Reading, Writing, and Working with Words. Phonics instruction, cooperative learning, vocabulary enhancement, and language support and acquisition also were integrated into the model. Post-intervention data indicated enhanced academic performance in the area of reading and overall improvement in the targeted skills. (Contains 29 references, 14 tables, and 8 figures of data. Appendixes contain tests, word lists, student survey instruments, and reading comprehension tests.) (Author/RS)