The problem addressed in this study was that at risk readers lack the prior background knowledge in order to allow reading comprehension to take place. The purpose of this quantitative quasi-experimental case study was to analyze if the use of developing and building background knowledge and experience assisted at-risk readers in reading comprehension in order to become proficient readers. The sample was 25 third grade students located in the inner city in a southern state. The data that was collected was three pretest and three posttest from the three unit studies completed by the students to determine if achievement levels at the beginning of the study and at the end of the study showed significant changes in reading comprehension scores based upon creating and activating background knowledge in the reading classroom. The findings from research question one revealed that the participants increased their reading scores using the background building reading strategies presented to them in their reading class. The finding from research question two revealed that the participants increased their reading scores with direction instruction using visual aids reading strategies presented to them in their reading classes. The findings from research question three revealed that the participants did not make significant gains in their reading skills using basic oral reading strategies alone in their reading class. It is recommended that additional research build upon this study to include the examination of specific deficiencies of the at-risk reader. [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.]