This study describes a program designed to increase student achievement in reading. The targeted population consisted of two first grade classes and one second grade class in a small central Illinois community. The median household income was in the lower range. Evidence of the existence of the problem included the April 2000 standard testing results, teacher observation, and low report card grades on which the targeted classes scored below grade level expectations in reading. Analysis of probable cause data revealed a number of reasons why low reading abilities might occur. Many teachers coming out of college are neither adequately prepared to teach reading nor are they prepared to teach reading to today's children. Children are coming from homes (often low-income) that have not put an emphasis on reading. A lack of time, both at home and at school devoted to reading, is a problem. Many children are not being instructed in phonemic awareness. This plays an important role in reading success. Also, textbooks have changed from controlled vocabulary to predictable or patterned books. This has made learning to read more difficult. A review of solution strategies suggested by professional literature, combined with an analysis of the settings of the problem, resulted in the selection of a four-component approach to teaching reading. Each of the following four areas were given equal time daily for the instruction of reading: word study, comprehension, fluency, and writing. Post intervention data indicated a marked improvement in reading abilities. Students were completely engaged in their learning, and students' different learning styles were better met with the more diverse activities. (Contains 6 figures, 8 tables, and 43 references. Appendixes contain a writing sample checklist; fluency timing materials; a survey instrument; an inventory checklist; and a weekly reading plan outline.) (Author/RS)