A study examined a program for advancement of students' literacy to improve their reading and writing skills. Subjects were seven fifth-grade bilingual students in a growing middle class community, located in a suburb of a large midwestern city. The problem of low reading and writing scores was documented in student writing samples, teacher observation, and test scores from the Illinois Goal Assessment Program. Analysis of probable cause data revealed that students' leisure time was not being spent on literacy activities, students' oral language was underdeveloped, at-risk or low income background students had fewer outside experiences, lack of family interaction and literacy modeling at home. Faculty reported a weakness in students' reading and writing skills. Reviews of curricula content and instructional strategies revealed an overemphasis on skilled subjects, not merging the focus of literacy into whole language, and instruction with one emphasis. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem settings, resulted in the selection of 3 major categories of intervention: a writing workshop in the classroom was established using technology as a tool, the development of cognitive language was addressed, and a whole language environment was created. Results indicated an increase in student writing skills and student motivation to write, which was demonstrated by observation and documented scores. (Contains 12 tables of data and 20 references; appended are a variety of sample forms and assignments.) (Author/CR)