A descriptive study examined whether reading aloud to children regularly beginning at infancy would have an effect on their future disposition to reading. Subjects, 487 kindergarten through third grade students in Basking Ridge, New Jersey, were given a questionnaire to be completed by the parents. Ninety-seven questionnaires representing 116 children were returned for a response rate of 21.66%. Results indicated that a strong background of being read aloud to beginning during infancy had several positive effects: (1) strong positive attitudes towards books; (2) a larger scope of reading materials; and (3) the introduction of more involved reading material at earlier ages than their peers. (Nine tables of data are included; 23 references, the questionnaire, and the letter accompanying the questionnaire are attached.) (Author/RS)