To improve reading achievement, teachers must ensure students actively engage in productive and meaningful reading tasks. Students with an established history of reading difficulty--including those with reading disabilities--may, over time, develop behaviors for passive and active avoidance of reading tasks. The current study explored the effects of a behavioral intervention on the latency to engagement in reading tasks for middle school students with (n = 3) and without (n = 3) reading disabilities. A multicomponent intervention using planning, goal setting, and performance feedback was examined using a multiple baseline across participants design. Results of visual analysis indicated a functional relation between changes in latency and implementation of the intervention. Quantitative analysis indicated a strong overall effect that is statistically significant, Tau-U = -0.85, 95% CI = [-1, -0.35], p < 0.01. Limitations and recommendations for future research are discussed.