This study examined changes in reading attitudes and behaviors, reading performance, and reading experiences and participation among fourth-grade students in a public library reading program. Fourteen students participated in eight sessions, reading one literary work twice and completing activities involving summarizing, constructing questions, answers, and evidence, connecting personal experiences, and reconstructing the plot. Survey and eye-tracking data were statistically analyzed, while worksheets, interviews, reflections, and observation notes underwent content analysis. Reading efficacy, challenge, and engagement increased significantly, while anxiety decreased significantly. Saccade amplitude and reading speed also increased significantly, but average fixation duration and regression rate showed no significant differences. Students’ reading performance developed from identifying facts and listing events to making inferences, organizing content, constructing questions, answers, and evidence, and connecting personal experiences. They adapted to longer texts, gained confidence and a sense of accomplishment, and participated more actively. However, the small sample, lack of a comparison group, and differences in the pre- and post-test texts and activities limit causal interpretation and generalization. The findings suggest that public library reading programs for upper elementary students should support sustained reading of longer texts and in-depth comprehension.