A practicum aimed to develop the positive reading attitudes of six at-risk thrid-graders. Regular teacher-student sessions were devoted to reading aloud. Practicum participants were assigned mentors. Mentors and mentees met twice during the 12-week implementation cycle. The targted group of third-graders served as tutors for a group of first-graders. The tutors shared a variety of literature with their tutees. Members of the group were taken to the main branch of the public library. Donations of reading material were solicited from colleagues. Evening meetings were scheduled with parents. The group worked collectively on one story and individually on another. Copies of the stories were distributed to a national language arts consultant, the district's language arts director, and the school's media center. Post-assessment data indicated that all students improved their reading attitudes. The number of books borrowed from the media center, and the number of books submitted for "Count on Reading" increased. (Nine tables of data are included; 25 references and 13 appendixes--including a questionnaire and results, sample letters, and sample stories--are attached.) (Author/SR)