As a follow-up of an earlier study indicating that reading aloud to reading methods students influenced them to use children's literature in their teaching, a study investigated (1) the effects of reading aloud in a methods class to students who also read to children regularly during the same semester, and (2) whether the potentially greater effects of both reading to children and being read to by the instructor would be discernible in data gathered by the same Likert-scale questionnaire. All students in the reading methods courses were read to in class each day, and many of those students read to children twice weekly in a volunteer program. At the end of the semester, 24 of the students who had been reading regularly to children were asked to respond to the questionnaire. Results showed that these students agreed more strongly with the questionnaire items than did groups studied previously, bought copies of books read in class, used children's literature in field-experience classrooms and course assignments, and offered a number of positive spontaneous comments about the value of reading aloud to children. (EL)