This study reports on one school district's attempt to address reading gaps in boys, Aboriginal students, and special education students at 1st grade by implementing Peer Assisted Learning Strategies (PALS) to supplement classroom reading instruction. Findings indicate that compared to previous years, when PALS was not used, students in this study made significantly greater gains in reading scores. Boys made similar gains to girls, Aboriginal students made similar gains to non-Aboriginal students, and at-risk students closed the achievement gap slightly with their typically achieving peers. For students who did not make adequate progress in reading throughout the year, the data indicate that the best predictor of at-risk status by the end of 1st grade was not a student's sex or Aboriginal status but the ease with which he or she could effortlessly identify the sounds of letters and read words on entering the 1st grade.