This study describes a program for improving student's reading skills. The targeted population consisted of students in a self-contained inclusion fourth grade classroom in a rural community, located in the Midwest. The lack of reading skills had been demonstrated through standardized achievement tests and the Developmental Reading Assessment. Analysis of probable cause data revealed many students lacked grade level reading achievement, which included low reading comprehension, word knowledge, and meaning vocabulary. Reviews of research revealed students were not receiving sufficient instruction time and teachers were not using effective reading strategies. A review of solution strategies suggested implementing the Four-Block Framework resulting in an increase in student's reading achievement. Instruction was accomplished by using Guided Reading, Writing, Self-Selected Reading, and Working with Words. Post intervention data indicated students made gains in the areas of reading comprehension, reading out loud, and sounding out words. Children displayed increased motivation during classroom activities and a new appreciation for literature. Appendixes include: Pre-Questionnaire; Information Chart; Problem-Solving Chart; Important Elements; Sequence Chart; Information Web; and Post-Questionnaire. Published materials in the appendixes include: "You Don't Look Beautiful to Me" DRA Observation Guide/Level 28, DRA Record of Oral Reading, DRA Comprehension Rubric, and "What's Next? Focus for Instruction" (Upper Arlington Schools 1996-1997/Published by Celebration Press); "Animals Galore" (Carson-Dellosa CD-2606); and "Story Plan Sheet" (Evan-Moor Corporation "Writing Activities Sampler" EMC 053, 1999). (Contains 25 references and 6 figures.) (Author/RS)