A study examined a program for improving attitudes toward reading. Subjects were 19 kindergarten, 39 first-grade, 17 second-grade, and 29 sixth-grade students in a middle class southwestern suburb of Chicago, Illinois. Reading attitude problems were documented through parent/student surveys and observations. Students' reading was prioritized in their daily lives--students considered reading a low priority that was time consuming and related only to school work. Students lacked effective reading models at home and in the classroom and exhibited a poor awareness to the wide range of literacy materials available to them. Surveys revealed that reading is low on students' priority lists due to competition from other activities such as watching television and playing video games. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting resulted in the selection of three major categories of intervention: (1) institution of a read-aloud program at school and home; (2) implementation of a literacy awareness program; and (3) increase of free reading time in the classroom. Results indicated from student surveys showed improvement in a positive attitude toward reading. Findings revealed that children actively chose to read when given free choice time in class and, according to students' home reading logs, they actively engaged in reading or reading related activities at least 4-5 times per week, with sixth-graders showing a 27% increase in reading minutes, the highest gain among participants. (Contains 4 tables of data, 23 figures, and 31 references; various forms, labelled A through V, are appended.) (CR)