This report describes a plan for motivating students to read in order to allow them to enjoy and appreciate literature and to provide the practice necessary to become effective readers. The targeted population consisted of first and fourth grade students in a middle class community, located in the Middle West. The problems of minimal time engaged in recreational reading and negative attitudes toward reading were documented through teacher observation checklists, parent surveys, and student questionnaires. Analysis of probable cause data revealed that students often chose alternative activities during their free time, did not see their parents or teachers as reading role models, and were uninspired by text-related and unappealing reading materials in school. Reviews of approaches to teaching reading revealed a curricular over emphasis on basal readers and skills and a lack of planning for self-selected independent reading and teacher read-aloud. A review of solution strategies suggested by leading authorities in the area of children's literacy, combined with an analysis of the problem setting, resulted in the selection of two interventions: a daily teacher read-aloud program in the targeted first and fourth grades; and the implementation of Wonderfully Exciting Books (WEB), a home-school independent reading program. Post intervention data indicated an increase in time students engaged in recreational reading in school and at home and the establishment of more positive attitudes toward reading. It is recommended that read-aloud and follow-up activities should play a major role in the literacy development of the students throughout the school year. The implementation of a home-school independent reading program is recommended, and it is suggested that this program continue for the duration of the school year. Contains 20 references and 6 tables of data. Appendixes contain parent and student questionnaires, a teacher observation checklist, student reading logs and monthly reading record forms, a list of student responsibilities for WEB reading, a daily reading log points rubric, interview questions, and annotated lists of books suitable for reading aloud. (Author/RS)