The purpose of this study was to explore students' ability to read and comprehend complex text across the primary grade levels with a focus on third to fourth grade. During small reading group time, this study was conducted with six students, four males and two females ages eight and nine. Each student read the same introductory-level chapter book following a reading calendar. Through the use of graphic organizers, chapter summaries as well as direct modeling and instruction, data was collected to assist students in their development of comprehensive skills. From the data it became clear that students benefited from this explicit bridge between picture books and complex text. All students should be explicitly taught how to choose as well as tools to comprehend more complex text. As students continue throughout the elementary years, picture books will be more difficult to find. It is this conundrum that has left many students behind in what has been termed the "fourth grade slump"; failing to improve their reading level. With the proper tools, students would then be more confident in choosing these more complex text throughout their education.