This thesis investigated the attitudes toward reading of elementary students in 3rd and 6th grade at a small, rural western Kansas school before and after implementing a read-aloud program. The sample consisted of 58 students--33 boys and 25 girls, including both the study group (n=30) and control group (n=28). Independent variables were participation status, gender, socioeconomic status, English as a Second Language, family structure, self-esteem, and cognitive ability. Dependent variables were scores from the scales of the Elementary Reading Attitude Survey. Pretest scores from the scales of the Elementary Reading Attitude Survey and scores from the Reading Total of the California Achievement Test--5 were employed as covariant measures. Results appear to support the following generalizations: (1) students in 3rd and 6th grade who participated in a read-aloud program acquired a more positive attitude toward reading than students who did not participate; (2) female 6th grade students who participated in a read-aloud program acquired a more positive attitude toward reading than male participants; and (3) no association exists between reading attitude and socioeconomic status, English as a Second Language, self-esteem, cognitive ability, or family structure. Extensive appendixes include all materials used to conduct the study. Contains 28 references. (JBJ)