A study examined whether allowing students to make choices in their reading program significantly increased their self concepts as readers and the value they place on reading. The Motivation to Read Profile was administered to 20 fifth-grade students from a variety of socioeconomic families. After allowing the students to make choices in their reading programs, a posttest was given. Pretest and posttest scores were compared on self concept as a reader, the value placed on reading, and combined self concept and value scores. A significant positive difference was found between the self-concept scores and between the combined scores, but no significant difference was found between the value scores. (Contains 2 tables of data and 8 references. An appendix contains Motivation to Read Profile scores, self-concept scores, value scores, and combined scores.) (Author/NKA)