An action research project implemented a program for improving the reading skills of at-risk middle school students. The targeted population consisted of fifth- and seventh-grade students in a rural, middle class community located in northeastern Illinois. Evidence for the problem includes teacher observation, checklists, standardized tests, and student questionnaires. Analysis of probable cause data revealed that reading achievement could be affected by curricular and structural changes in the elementary school, inadequate teacher training and support, and demographic changes. The problem may be compounded by a lack of early reading intervention, a poor attitude toward reading, a lack of parental involvement, a poor school environment, and low self-esteem. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of the Paired Reading Program using parental involvement with daily oral reading and an incentive program. Post intervention data indicated an increase in students' reading comprehension scores, a decrease in their vocabulary scores, and in increase in the participants' speed and accuracy reading scores. (Contains 33 references and 11 figures of data; appendixes contain tests and survey instruments, an overview of the Paired Reading Technique, a participant/parent contract, a weekly reading log, and checklists.) (Author/RS)