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Chapter 1 Introduction English Reading Assessment and Teaching in China Purpose of the Study Key Terms and Models Statement of the Problem Assumptions and Limitations Overview of the Dissertation Summary Chapter 2 Literature Review General Motivation Theories Self-efficacy and Expectancy Value Theory Self-determination Theory Goal Theory Motivation to Learn a Second/Foreign Language Motivation to Read in First Language (L1) and Second/Foreign Language (12) Motivation to Read in L1 Motivation to Read in 12 Research on Chinese ELLs' Motivation to Read Thoughtful Literacy Summary Chapter 3 Research Design and Methodology Research Population and Samples Research Design Instrumentation Data Analysis Summary Chapter 4 Results Demographic Characteristics of Participants Refinement of Questionnaire to Motivation to Read Cronbach's Alphas Principal Component Analysis (PCA) Structure and Contents of the Five Constructs Extracted , Descriptive Statistics of Thoughtful Literacy of English Reading Separate Bivariate Regression Analysis Multiple Regression Analysis Multiple Regression Analysis between Text-Based Reading and Motivation Constructs Multiple Regression Analysis between Higher Order Comprehension and Motivation Constructs Stepwise Model Multiple Regression on HOC and TBR Assumptions of Multiple Regression Analysis Summary Chapter 5 Discussion Introduction Intrinsic Value of English Reading and Thoughtful Literacy Importance of English Reading and Thoughtful Literacy Extrinsic Value of English Reading and Thoughtful Literacy Self-Efficacy of English Reading and Thoughtful Literacy Willingness to Pay Cost to English Reading and Thoughtful Literacy Implications Value for Instruction Value for L2 Reading Assessment Recommendations for Future Research Conclusions References Appendices Appendix A Questionnaire of Motivation to Read of English Language Learners( English and Chinese) Appendix B Two Narratives Adopted from The Critical Reading Inventory Directions Appendix C Panel Information Appendix D Scores of Participants on Thoughtful Literacy Questionnaires in Written and Interview Administration Forms Appendix E Pearson Correlation between Eight Extracted Factor Scores from PCA Appendix F Descriptive Statistics of 32 Items Questionnaire ~ Appendix G KMO and Bartlett's Test 32 Items Questionnaire ~ ~ ~ Appendix H Communalities of 32 Items Questionnaire Appendix I Coefficients of Stepwise Multiple Regression with Dependent Variable as Task-Based Reading Appendix J Coefficients of Stepwise Multiple Regression with Dependent Variable as Higher Order Comprehension