The article commented on how teachers ranked motivation as their primary concern. This is true throughout all academic areas, certainly reading. I agree that "self-perceived competence and task value" greatly impact motivation and task engagement. Those who believe they are good readers, typically ARE good readers and therefore do not struggle with reading in the way that an "unmotivated" struggling reader does. The reading surveys discussed in the article would seem to benefit teachers in making instructional decisions and recommendations to students. The specific suggestions given for categories with low scores could be easily implemented into classroom practices.
Kim, if you get the chance, read my comments on Assessing Adolescents' Motivation to Read--there's a good "how-to" survey.
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