Reading motivation plays an important role in students' reading development. This study examined the effect of grade, gender, and reading ability on students reading motivation. A total of 261 students in grades 5, 8, and 11 from a public school in North central Florida participated in the study. They completed the Motivation to Read Survey developed by Malloy, Marinak, Gambrell and Mazzoni (2013). The survey, which consists of 20 items equally distributed between two dimensions, value for reading and self-concept as a reader, was administered online. Analyses of variance (ANOVA) revealed that (a) students in the upper grades expressed lower overall motivation and value for reading than students in the lower grades; (b) students in different grade levels did not show differences in terms of self-concept as readers; (c) females had higher overall motivation only in grades 5 and 8; (d) females had higher value for reading in all three grades; (e) females and males did not differ on their self-concept as readers in all three grades; (f) higher achieving students had higher overall motivation and value for reading only in grades 8 and 11; and (g) higher achieving students had higher self-concept in all the three grades. These findings augur a need to attend to students' reading motivation across the K-12 span of schooling. They suggest that students, especially males and low-achieving readers, need continuing support to improve reading motivation in the process of developing reading proficiency. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]