A longitudinal study of student reading attitudes was conducted in 30 schools (20 elementary, 10 middle) using the Elementary Reading Attitude Survey instrument (ERAS). The instrument tested attitudes toward both recreational reading and academic/school reading as part of the Reading Excitement and Paperbacks Project (REAP). REAP participant schools were given grants to purchase new paperback books for libraries and classrooms, and to initiate Sustained, Silent Reading (SIR), teacher read-alouds, and other special motivational activities to encourage reading. This paper describes the attitudinal portion of the evaluation study of the third phase of the REAP project (REAP 3) conducted between 1993 and 1995. The study focused on determining: whether the activities of the REAP 3 project over a two-year time period affected student attitudes toward reading and if there were differences in reading attitude scores between grade level, gender, and different schools. Study results include: in general, students' attitudes were favorable about reading; in both elementary and middle schools, females had more positive attitudes toward reading, with recreational reading attitudes more positive than academic/school reading attitudes; and schools varied tremendously in their pattern of reading attitude scores. The variation between schools suggests that activities at the school, teacher quality, and school environment probably affect those differences. Implications for schools and teachers, and future research are discussed. (Contains 27 references.) (SWC)