This study describes a program designed to increase reading practice at home and at school. The targeted population consisted of elementary students from separate river communities located in the Midwest. Evidence for the existence of the problem included teacher observation of apathy to reading practice, student attitude surveys to gauge students' interest in reading practice, and parental observations to measure students' reading practice. The parental observation will also reflect family value toward literacy activities. Analysis of probable causes was evidenced by teachers' observation of apathy towards reading practice. Teachers noted students did not demonstrate positive attitudes toward reading and that families were not involved in their children's academic learning. A review of solution strategies suggested by cited authors, combined with the analysis of the problem setting, resulted in the selection of three categories of intervention: motivational activities for reading practice; communication for families about literacy; and a TV/media awareness plan. Post intervention data indicated an increase in motivation to practice reading at home and at school. Communication with families about literacy and the TV/media awareness plan heightened the awareness of the importance of reading practice at home. Family supported activities that bolster independent reading in the home also increased. (Contains 19 references and 8 tables of data. Appendixes contain a family newsletter, and a television "tune out" form.) (Author/RS)