A study investigated the effectiveness of a method for teaching strategies to students in order to increase their levels of reading comprehension. The targeted population consisted of first-grade students from three schools located in lower- to middle-socioeconomic neighborhoods in Rockford, Illinois. The problem of below grade level reading comprehension was documented by Stanford Achievement Test scores, and further data were collected from the passage comprehension section of the Woodcock Johnson Tests of Achievement (revised), and teacher-made assessments. Analysis of the probable cause data revealed that children were limited in life experiences and in their prior knowledge they brought to literature, and children were not taught higher level thinking skills and reading comprehension strategies in kindergarten. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of two major strategies of intervention: modified instructional practices that would increase the students' base of experiences, and procedures for teaching higher order thinking skills. Post-intervention data indicated a development of higher order thinking skills, and an increase in the level of reading comprehension. (Contains 25 references, 6 tables, and 3 figures of data. Appendixes present numerous survey instruments, a list of suggested books for "read alouds," and nine lesson plans.) (Author/RS)