The positive effects of read-alouds and storytelling on literacy development and second-language acquisition have been confirmed many times in the research literature. In addition, there is consistent evidence that in-school free voluntary reading (sustained silent reading) is effective for both first- and second-language acquisition. Trelease (2006) has suggested that read-alouds and sustained silent reading are "natural partners" and Wang and Lee (2007) provide evidence that storytelling is the "bridge" to free reading. Hearing stories stimulates interest in particular books, which in turn encourages a reading habit. In this study, the authors investigate the effect of a combination read-aloud/self-selected reading experience on sixth graders in Korea studying English as a foreign language on measures of both language/literacy development and interest in reading. The latter may be the most important measure as it is an indication of whether the students will continue to read on their own and thereby continue to improve in English after the program ends. (Contains 3 tables.)