This study examined how a structured voluntary reading intervention supports students in becoming better readers. A one-group pretest/posttest design was used to measure changes in elementary student's reading fluency, reading comprehension, and attitude towards reading in response to receiving an 8-week structured reading intervention. The 8-week intervention focused on pre-reading, during-reading, and post-reading strategies. A parent questionnaire provided supplemental data on participants' engagement utilizing the outlined strategies. Participants also completed surveys to assess the perceptions regarding the value of engaging in reading practices and their self-concept as a reader. This study demonstrated that encouraging voluntary reading along with scaffolded instruction within the home environment yields positive changes in students' reading comprehension skills and attitude towards reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]