A program of paired, repeated reading was developed to improve the achievement in reading comprehension of 14 targeted third-grade students. The program had three basic objectives: (1) to increase literal comprehension by 25%; (2) to increase inference of main idea by 25%; and (3) to increase inference skills of drawing conclusions by 25%. The Qualitative Reading Inventory was administered as a pre- and posttest for assessment. The 14-week reading program involved a daily session of paired repeated reading incorporating critical thinking skills on alternate days. Results indicated that students exceeded the anticipated objectives. Literal comprehension increased by 44%; main idea inference skills increased by 80%; and inference skills of drawing conclusions increased by 60%. (Fourteen references and 10 appendixes including a reading survey, a self-evaluation sheet, and data sheets are attached.) (Author/SR)