ABSTRACT
Yet, motivation and engagement in reading are now rightfully considered issues in assessment because they are increasingly understood as contributors to students’ measurable levels of reading comprehension. In this chapter, our rationale for raising issues of motivation is expressed as three questions that begin with “what if”:
1. What if a nontrivial percentage of students are failing or performing poorly on reading comprehension tests due primarily to their relatively low levels of motivation for reading, rather than their inadequacy on reading comprehension skills?
