This report describes a program designed to develop positive attitudes toward reading and to improve achievement in third and fourth grade students in two Midwestern communities. Teachers' observations and conversations with parents and students indicated students did not receive essential reading practice time to improve skills. Analysis of probable cause data revealed reasons for avoidance of independent reading included poor attitude, ability, competing activities, and low value of reading. Instructional methods, time constraints, and demand for more skills instruction and testing contributed to the lack of independent reading time. When time was provided, students often used it ineffectively. Review of professional literature resulted in selection of several interventions: daily independent reading time, use of the Accelerated Reader program, and instructional strategies to improve reading attitude and achievement. Post intervention data indicated an increase in reading achievement, but was inconclusive in regard to attitude toward reading. Appendixes contain a parent questionnaire and an observation checklist. (Contains 28 references, and 4 tables and 6 figures of data.) (Author/RS)