An informal study examined the impact of a simple behavior modification procedure on the reading habits of second and fifth grade students. Behavior modification theory was pared down to two rules ("reinforce proper behavior" and "reinforce anything close to proper behavior") so that no additional burdens would be placed on reading teachers' time and budgets. Subjects, 36 fifth graders and 23 second graders, received a sticker any time they read anything for fun or work. No attempt was made to gather data on reinforcement schedules used or whether the children were being honest in their self-reports of reading. However, findings suggest that: (1) children assigned their own value to the stickers; (2) the frequency of books read increased for all subjects; (3) the children learned that there is more to the reading process than simply finding answers to textual information; (4) children internalized their reading behavior by having the desire to read on their own; and (5) children transferred the reading behavior to situations and settings other than the classroom. (RS)