To increase the reading level of students who come from homes where reading is not valued or modeled, a social context was created where inexperienced readers could interact with adults and books. Three students from homes where reading was not valued were read to by adults two to three times each day for six weeks. Discussion of the book was encouraged to take place in the easy natural fashion that occurs at home. The students were pre- and posttested. Anecdotal records were kept. Results indicated that: (1) one-to-one reading was more successful than reading to a small group because the child and adult could form a relationship; (2) if the adult and students had established a relationship the student showed greater interest in reading; (3) students who showed greater interest in reading showed the most growth in vocabulary and oral expression when reading pictures; and (4) students who showed greater interest in reading were less disruptive during whole group story time. Findings suggest that reading to a child daily on a one-to-one basis can change a student's value of reading and therefore increase the reading level of the student. (Contains 10 references.) (RS)