Teaching math problem solving has been a challenge for many educators, especially in Title I schools. Textbooks provided by the district under study were the primary source of math instructional material. Moreover, the instruction of computation was the method used for preparing students for success with later problem solving lessons. The lack of teacher preparation and the recent adoption of new math curriculum in a southern US state affected teachers' ability to deliver high quality math problem solving instruction. The purpose of this project study was to determine the impact of integrating reading comprehension strategies into math problem solving instruction. Research questions investigated the elements necessary to improve low socio-economic students' math comprehension skills. The targeted population for this research study consisted of 7 classes of 4th grade students from a large school district. An independent sample t test and a Person's correlation were used to analyze the 2008 and 2009 math Criterion-Referenced Competency Test results to measure the effectiveness of the implementation of problem solving strategies. Key findings indicated that implementing reading comprehension strategies was effective in improving Title I school students' math comprehension skills. Further research is needed to identify the relationship between reading and math comprehension. Implications for social change include influencing educators in Title I schools to integrate reading comprehension skills into different subject areas which can result in students' gaining new knowledge by applying one set of skills across multiple curriculum areas to meet the required academic standards. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]