A second grade Title I teacher conducted a study on how to help students become better comprehenders and to see what strategies students could be taught that would help them to comprehend and recall what they read. Participants were in an extended day program; they attended class after school two days a week. The section taught by the teacher/researcher was for reading improvement; students were chosen for the program by criteria established by the school district. Student reading levels assessed by the Title I teacher and based on Running Records (Clay, 1985) were collected. Data on comprehension were collected through students reading from "Primary Phonics" readers and then answering comprehension questions and also through observation during instruction. Instruction in visualization was begun by brainstorming what students believed was happening in a story only by looking at one picture. Next the teacher read the text along with the picture. Students found the picture helped them little with the reading. Then, the students were told to close their eyes and create a mental picture in their minds while listening to a portion of a story read to them. The better picture was the picture created in their minds. Little by little the amount of text read in between questioning sessions increased. Graphic organizers were used to review the stories. Webbing was used to show the connections between characters in a story. Students used listing to sequence the appearance of story characters. A story map visually showed the different parts of the story for students. Out of 15 research subjects, 10 students were having difficulty only with comprehension and not with reading the text as indicated through the Running Records analyzed. Reading levels assessed by the teacher showed that five students did not increase their reading level from the fourth 6 weeks reporting period to the fifth 6 weeks. Appendixes contain a list of district benchmark objectives, a table of data, and a pie chart. (Contains 16 references.) (NKA)