A practicum addressed the problem of poor reading comprehension of average ability third graders in a southeastern U.S. elementary school. The target group consisted of 24 third-grade students from a low socio-economic background. The reading program was initiated to improve reading comprehension skills. The average test score on the basal reading unit test for the group was 74.3%. The strategies for improving comprehension included: group-assisted reading, corrective feedback, emphasis on critical thinking skills, and the Generative Reciprocal Inference Procedure. The target group was tested for performance by the Qualitative Reading Inventory (QRI), the third-grade basal reading unit test, and the critical thinking checklist. Half the group made gains of at least 10% on the QRI, 91% scored an increase of at least 21% on the basal reading unit exam, and 51% of the group was given higher ratings by their classroom teacher as measured by the critical thinking checklist. The program's success was attributed to consistent review of the subject, higher level questioning techniques, and praising the students for their accomplishments. (One table of data is included; 16 references, a 21-item bibliography, and a critical thinking checklist for the classroom teacher are attached.) (RS)