The quantitative study examined the impact of the Fountas and Pinnell Classroom (FPC) Shared Reading Collection. The problem this study addressed was the decline of reading scores in the identified rural Missouri school district. The purpose of this quantitative experimental design study was to determine if the district approved 1 year, 2020-21, implementation of the FPC Shared Reading Collection had a significant impact on students' reading achievement in grades kindergarten through third in phonemic awareness and overall reading achievement. This study used shelf data from the FastBridge aReading Assessment, FastBridge earlyReading Assessment, Heggerty Phonemic Awareness Assessment, and an electronic Likert scale survey. All pre- and post-test scores were analyzed using dependent one-tailed t-tests of significance. The major findings of this study indicated that students in grades first through third showed significant gains in overall reading ability during the 1 year implementation of the FPC Shared Reading Collection. Additionally, kindergarten students showed significant gains in overall reading achievement and phonemic awareness during the 1 year implementation of the FPC Shared Reading Collection. The electronic Likert survey indicated that kindergarten through third grade teachers felt that the implementation of the FPC Shared Reading Collection had a positive impact on students overall reading achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]