This report describes a program that will improve reading comprehension. The targeted population consists of second grade students at a rural northwestern Illinois school. Evidence for the existence of reading problems included daily teacher observations, student reading surveys, and assessments that indicated the level of student reading comprehension. Analysis of probable cause data revealed that there is an absence of parental support, students have a negative attitude towards reading, and there is a lack of time for reading instruction. A review of professional literature, combined with an analysis of the problem setting, resulted in the selection of three categories of interventions: writing to develop the reading process, increasing reading comprehension through whole group instruction, small group instruction, self selected reading motivational book talks, teacher read alouds; the QAR questioning technique; and gaining background knowledge from an environment that is print rich. In review of the post intervention data the researchers found that there had been an increase in reading comprehension of the targeted second grade classes. Students showed improvement in their ability to retell and answer implicit and explicit questions. This was a result from an increased emphasis on writing skills, reading strategies, and changes in the reading environment. Contains 25 references and 8 tables of data. Appendixes contain a reading conference record, a survey instrument, a writing rubric, a take home book list, a list of 30 teacher read-aloud books, and a 37-item list of student book picks. (Author/RS)