Lack of validated research tools in Spanish-speaking countries has limited the extent to which educational research can expand. In recent years, there has been a growing interest in the exploration of affective factors in reading. The need for research on reading and reading motivation in Latin American countries calls for valid, reliable tools to address the impact of reading motivation interventions in various contexts. We used exploratory and confirmatory analyses to validate Gambrell, Palmer, Codling and Mazzoni's Motivation to Read Survey (1996), a tool that is widely used in Latin America, but which has not been validated in Spanish. Results showed that most the survey's items load adequately to readers' self-concept and value of reading, which are the constructs that underlie the tool. Minor linguistic and cultural adaptations are suggested to more fully capture Latin American students' motivation to read.