A pilot study examined the effect of a read-aloud literature program on the attitudes of middle school students toward reading. A randomly selected group of 70 teachers and 1,673 sixth-, seventh-, and eighth-grade students from four regions of the United States and one region in Europe participated. Testing the hypothesis that student attitudes toward reading would be positively affected if teachers were to share (model) their own love and enthusiasm for books, the teachers read adolescent literature classics to students for 15 minutes, 4 days a week, for 12 weeks. Analysis of pre- and post-tests, Form 1 and Form 2 of the "Reaction Toward Reading Attitude" scale, indicated little or no difference in student attitude was generated. Further analysis suggested that too little time had elapsed between pre and post assessments. This pilot study developed baseline data and a working research team for the continuation of a three year project funded by the International Reading Association designed to increase instructional effectiveness for students during the critical "last chance" (before dropping out of school) adolescent years. (Three tables of data are included, and 26 references and a sample reading reaction scale are attached.) (NH)