This concise report explores the issue of student reading motivation, and relates it to the use of the Accelerated Reader (AR) reading management program. The report discusses issues of extrinsic versus intrinsic motivation, and notes that the points students earn for taking Accelerated Reader tests are not extrinsic rewards but simply a quantitative measure of reading practice. It outlines research on motivation which concludes that extrinsic motivators, rather than extinguishing intrinsic motivation, can actually enhance it. Further, it cautions against favoring intrinsic motivation, which can put children from non-mainstream cultural groups at a disadvantage. The report concludes by noting that the use of extrinsic rewards is not an essential part of AR, which provides learning information, but that this learning information can serve as important, tangible feedback that helps students discover an intrinsic love of reading. (SR)