A research project undertaken in York, Ontario, Canada aimed to raise literacy standards in the primary division and to ensure that all children in Grade 1 read to the Grade 1 standard (as determined by Reading Recovery levels, the school board, and the Ontario Ministry of Education). Focus was placed on acquiring high quality leveled literature for reading programs and providing professional development to encourage balanced literacy programs in all primary classrooms (K-2). Over a 3-year period, teaching practices were modified and refined to address needs determined by results. Particular attention was directed to addressing the needs of low-achieving students and to literacy practices in the Kindergarten classroom to prepare children for Grade 1. Formal and anecdotal data confirmed that the vast majority of children can reach and be maintained within the average range in the primary grades. It seemed clear that data motivated and directed change, that professional development is needed to ensure changing teaching practices and that well-developed resources are vital to a successful literacy program. Includes two data tables. Contains a 4-item bibliography. (Author/NKA)