At M. Agnes Jones Elementary, the fifth grade goals are to push more students to excel in reading and language arts, have a percentage highest of students receiving a score of 3 or higher on the Georgia Writing Test and making at least 50% gains in the areas of social studies and science. Although these topics seem unrelated, they are connected because of the need for students to be able to demonstrate their understanding of the topic through their comprehension skills and the articulation of their understanding through the written word. As a teacher with a more mathematical and sociological background, I feel incapable of teaching my students to read and write. This problem was exacerbated by the fact that many of my students scored in the “At Risk” and “Intervention” percentiles on last year's CRCT. This issue became critical when computer adaptive test scores were released and my students achieved 50% of their “I can” goals in math, but only 30% of their “I can” goals in reading . Therefore, to correct this deficiency on my part, my research question is “What strategies can I implement to increase my students' ability in reading comprehension, fluency, and decoding?” Through the use of flexible and homogeneous groupings, integration across the curriculum, and intensive use of technology, I plan to conduct research and implement experimental strategies involving teaching reading comprehension, fluency, and decoding . Additionally, I plan to use a combination of qualitative and quantitative research to observe the progress my students make. Literature Review To ensure that the teaching strategies implemented in my classroom are considered best practices among researchers, I have included an analy..... . middle of paper......out of 14 fifth grade students, there are 3 students recommended for Gifted and Challenge, 5 students recommended for Early Intervention Program (EIP), 1 student recommended for Pre-Service for Special Services behavioral and academic (SST). All students in room 211 are of African American descent. Through observing student work, writing journals, portfolios, and interviewing students, I will have a qualitative understanding of my students' gains by implementing the strategies taught. However, I will use the results of the computer adaptive test, which is administered three times a year, to get a quantitative and unbiased understanding of my students' progress. This data will be collected through March 2014, so I can predict how students might perform on the CRCT and the Georgia Writing Test, both held in March.