This study described a sequence of steps that led to the increase of reading and listening comprehension. The targeted population consisted of kindergarten and first grade students in a rural community located in the Midwest. The problems of reading comprehension were documented through data collected by standardized test scores. The gain of knowledge was shown through pre- and post-measures. Analysis of probable cause data indicated students were struggling with comprehension strategies. Teacher observations indicated weaknesses in listening and reading comprehension across all areas of the curriculum. Teachers reported a lack of a balanced approach in overall instruction and a deficit in comprehension strategies. A review of solution strategies suggested by authorities in the field of reading education and the analysis of the targeted classrooms resulted in the following intervention: development of a more balanced approach to reading instruction with special focus on comprehension skills and strategies. Post intervention data indicated an increase in overall reading and listening comprehension proficiency in the targeted kindergarten and first grade classes. A comprehension survey instrument is attached. (Contains 40 references, 9 tables, and 3 figures.) (Author/RS)