A study determined if reading aloud to fourth-grade students would have a positive effect on their attitudes toward reading, and if there would be a difference between the attitudes of boys and girls. In Jersey City, New Jersey, 28 fourth-grade students were read aloud to on a daily basis for 15 minutes over 14 weeks. A pretest and posttest were given using the Estes Scale to Measure Attitudes toward Reading. The results indicated that reading aloud to fourth-grade students does not significantly result in positive change of their attitudes toward reading. Results also indicated that reading aloud affected boys' attitudes toward reading in a positive way, while girls' attitudes were affected negatively. While these differences were not statistically significant, they beg for further research to determine if boys and girls do in fact have different responses to being read to. Another implication of the study is that teachers should be aware of their students' attitudes toward reading. This study spanned a fairly short period of time; a longer study could reexamine the hypotheses of this study. Admittedly, reading aloud to students will not solve all the problems, but it may be one of the most important paths toward creating a positive attitude. (Contains 3 tables of data, 50 references, and related literature. Attached are the "Estes Scale" and pretest/posttest scores). (Author/TB)