A study examined how regular listening to oral reading by teachers affected fourth and sixth grade students' reading comprehension, attitudes towards reading, and time spent doing independent reading. Subjects, 221 students from six diverse school systems in Connecticut, were read to for 20 minutes, three times per week, for 12 weeks. Pre- and posttests were given using the Estes Scale To Measure Attitudes Toward Reading and the Degrees of Reading Power Test. Student time-logs were analyzed and the students were interviewed at the conclusion of the study. Results indicated that students exposed to oral reading have a better attitude toward reading, engage in more recreational reading, and scored better on reading comprehension tests than students not exposed. The results were further substantiated by the results of interviews and student logs. (Forty-one references and three figures of data are attached.) (RS)