Using a newly developed 6-week course, a study examined the effect of children's literature on the reading attitude and fluency of secondary remedial students. Subjects were 10 tenth- through twelfth-grade students enrolled in a central Washington State alternative high school for students who dropped out of regular high school but who still wished to earn a high school diploma. Subjects learned about the categories of children's literature, criteria for selection of good literature, preparation of discussion questions, techniques for reading aloud, and use of the library during the course. Subjects had weekly contact with first-grade students during weeks two through six. Subjects prepared written lesson plans and completed self-evaluations of their performance. Subjects also completed the Estes Attitude Scale and the informal reading inventory at the end of the course. Results indicated that no statistically significant difference was found in the subjects' reading attitudes, but reading fluency increased significantly. (Two tables of data are included; 87 references, complete lesson plans for the 6-week course, and a 212-item bibliography of children's literature are attached.) (RS)