The data collected prior to and during this study demonstrated a student need in reading comprehension. First, students were unable to comprehend and recall when they read. During testing, my students became easily frustrated. Second, students self-rated their feelings on reading and their overall confidence in understanding and reading a text. During the study, this illustrated how student’s confidence levels impacted their ability to take risks when talking about a text. An additional data source were anecdotal notes collected during guided reading since the start of the year. I noticed students were able to sufficiently predict what would happen in the story based on the title and the pictures, but they struggled with recalling what they read and being able to identify text evidence to support their answers. This helped inform my research as I was able to consider new ways to teach text evidence and emphasize the importance of it. Reading comprehension support was also customized for specific students during the study. The three students who were identified as below the acceptable threshold on the Nebraska Reading Improvement Act (NRIA) were required to have an individualized intervention plan which consisted of both in-class and at-home supports.