This report describes a program for improving reading comprehension. The targeted population consists of first, second, third, and fourth grade classrooms in a middle class community located in a suburb of a large midwestern city. The problem regarding poor comprehension skills is evident from teacher observation, student performance, previous year teacher recommendation, and/or standardized test scores. Analysis of probable cause data reveal several issues relating to poor comprehension skills. First, students lack extra reading because they often do not read anything beyond the assigned work. Next, there are not enough age appropriate materials. Some of the reading materials are too difficult for the students to read. Also, there is a need for improved decoding skills. If students spend too much time trying to analyze the word, they do not have the ability to comprehend the information. Lastly, many students have poor attention skills. They have too many distractions, difficulty with self-control, and confusion about their purpose for school attendance. A review of solution strategies suggested by the experts and an analysis of the problem setting show the necessity for the following interventions. The teacher will read a story each day to the students. The students will retell or answer questions to show understanding and retention. The teacher will increase phonemic awareness. The students will keep chart reading records. Students will generate questions for other students to answer. Contains 55 references and 50 figures of data. Appendixes contain listening comprehension activity sheets, pretest data, story sheets with questions, surveys and data (pre and post) for home and for children, previous teacher evaluation sheets and data, record sheets, and a letter to parents. (Author/SR)