The purpose of this mixed-methods, action research study, with a convergent design, is to improve student literacy achievement within a Mississippi school district, through the exploration of reading volume, motivation, and family connections. This study uses qualitative and quantitative data to provide an in-depth look into the phenomenon of reading volume influences through the use of observations, interviews, and surveys, while providing statistical correlations related to reading volume and literacy achievement with the utilization of a linear regression, a Pearson Product Moment Correlation, and descriptive statistics. A linear regression reveals student reading volume statistically explains 17.4 percent of the variability in STAR Reading scores within the District 1 first through fourth grade population resulting in a moderate, positive correlation (r = 0.417, N = 1419). A linear regression posits reading volume statistically explains 6.4 percent of the variability in student reading achievement the district's third grade population, determining a small, positive correlation (r = 0.253, N = 333). Fourth grade results similarly reveal a moderate positive correlation, explaining 22.1 percent of the variability in student reading achievement within this population, according to linear regression results (r = 0.471, N = 331). Additional increases in STAR Reading and MAP ELA scores are reported in all four school settings. A Pearson Product Moment Correlation reveals a 0.914 correlation between STAR Reading and the MAP ELA assessment within this population. Qualitative data supports the statistical findings by revealing common themes of motivational factors, increased access to print, teacher insights, and attempts to increase parental involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]