The present study investigated the multivariate relationships between several aspects of motivation and achievement in reading. Canonical correlation analysis was used to examine patterns of associations for reading information texts in Phase I and for reading literary texts in Phase II. The samples were 923 and 225 seventh graders, respectively. Results revealed three multivariate patterns for information text, whereas one pattern was observed for literary text. An explanation for the difference between reading motivation for information text and literary text is provided based on distinctions between these genres. Additionally, findings showed that undermining motivations predicted students' reading achievement more strongly than affirming motivations. The theoretical and practical implications of the study are discussed. (Contains 6 tables and 4 figures.)