This report describes the process used by a small, one-building kindergarten-through-grade-six school district in New Jersey to improve the reading scores of students who had fallen below their current grade in reading. Areas of need included improving the reading scores of students in regular education, special education, and English-as-a-Second-Language programs. In addition, the need to increase incentive programs to help motivate students, increase teacher awareness of specific student deficiencies, and develop classroom techniques to help improve student reading ability were recognized. Three major strategies were employed: student incentive programs; peer tutoring of second-grade remedial students by sixth-grade students; and learning style identification along with individualized instruction within the classroom. An average student reading grade level equivalent gain of 0.83 was recorded for students tested from April 1990 to April 1991, while students tested from April 1991 to April 1992 realized a gain of 0.8. Despite the positive reading grade equivalent score realized during that period, non-mastery deficiencies were unchanged and partial-mastery deficiencies increased by 45. Thirty-two of the 38 students tested in April 1990 and 22 of the 28 students tested in April 1991 received a final reading grade of C or above. An increase of 42% in students receiving recognition from 1990-1991 to 1991-1992 was realized for the combined implemented student incentive programs. Eight students showed no change, 12 students improved moderately, and 8 students improved greatly on teacher self-esteem appraisals. Twenty-eight tables and one figure of data are included; 20 references and 14 appendixes of data are attached. (Author/RS)