This practicum was designed to provide a setting where negative attitudes toward reading in eight eighth-grade literature students (in a small private school in a large southeastern city) would be modified. The practicum aimed to provide students with regular opportunities for successful experiences in reading, and to promote the enjoyment of reading. In this individualized reading program, students chose their own reading materials and read during and outside of class. They responded to their reading in a journal, and the teacher replied. Each class period consisted of a teacher-directed mini-lesson covering topics of theme and genre, an independent reading time of about 20 minutes, and a group evaluation for the last few minutes. Students' grades were based on daily averages, frequency and depth of response in journal entries, and progress made toward personal reading goals. Results of the practicum were positive. After some initial hesitation, students responded enthusiastically to assuming more control over their learning through choosing their own reading material, responding to it, and setting personal reading goals. The Estes Survey of Reading Attitude was administered in the fall and in the spring, and showed positive gains in reading attitude. (Two tables of data are included, and 37 references are attached. Four appendixes contain interview questions for the English department head, class guidelines, mini-lesson topics, and a student evaluation form.) (SR)