A study investigated the effectiveness of a program for improving reading motivation and attitudes toward reading. The targeted population consisted of elementary and high school students in three different south suburban communities, located outside Chicago, Illinois. The problems of a lack of reading motivation and poor attitudes toward reading were documented through data from reading attitude instruments, results from reading assignments and programs, and teacher observations. Analysis of the probable cause data revealed that students lacked effective reading models both in their households and in their classrooms. Faculties at the three sites reported a general lack of time spent reading. Also, student surveys indicated inadequate interest in reading. Solution strategies suggested by a review of the professional research, combined with an analysis of the problem settings, resulted in the use of oral reading as an intervention. Strategies included both teacher modeling of effective oral reading and student participation in the activity. Post-intervention data indicated a moderate improvement in students' overall attitude toward reading, and an increase in the students' willingness to read more. At the elementary level, substantial decreases were noted in the amount of time students devoted to watching television or playing video games. The targeted secondary students demonstrated increases in the number of pages they read independently, although this success was a qualified one, as the intervention took additional time to implement. (Contains 44 references, 20 tables, and 28 figures of data. Appendixes present numerous survey instruments, tips for oral readers, quizzes, unit tests, and data.) (Author/RS)