This report describes a program for increasing intrinsic reading motivation. The targeted population consisted of lower primary students in a growing middle class community, located in northern Illinois. The problems of aliterate students were documented through teacher observations and student surveys. Analysis of probable cause data revealed that students lack access to books; view too much television; and are not read aloud to at home. The ever-growing diversity of the community increased a reading/language barrier in the classroom. This may have complicated the teacher's ability to individualize instruction. Major categories of intervention were arrived at after a review of solution strategies. A 1983 national commission on reading found conclusively that reading aloud in the home was the important activity in determining eventual success reading. Numerous studies since then support these findings. In 1995 J. Trelease reported that one of the major purposes of reading aloud is to motivate children to read independently for pleasure. These findings, combined with an analysis of the problem setting, resulted in 2 major categories of intervention: a program to increase book awareness and exposure to reading materials and reading models both at home and at school. Post-intervention data indicated an increase in the students' intrinsic reading motivation. (Contains 30 references and 21 appendixes, including surveys, and sample reading buddy activities.) (Author/TB)