Extensive reading (ER) has become a common feature of many English as a second or foreign language (ESL/EFL) programs. There is evidence that reading large amounts of easy, interesting material may improve foreign language skills, most notably in vocabulary, reading rates, and overall proficiency. However, teacher evaluation of extensive reading has often been discouraged by ER experts because of its possible negative effect on students' attitudes toward reading. Little investigation has been done to verify this view, and with a substantial increase of available ER assessment materials as well as teachers using them, a gap has grown between expert opinion and current classroom practice. Although a number of studies have investigated the relationship between ER and affective gains, almost none have focused specifically on ER evaluation. One that did, conducted by Reed and Goldberg (2008), found that L2 reading attitudes of 130 Japanese university students who took weekly ER quizzes for one semester did not differ from those of 127 students in a control group. However, their analysis lacked a pre-study survey of initial between-group differences, and their operationalization of reading attitudes was based on only three survey items not adequately reflecting the research literature. The purpose of the present study was to address this gap in research as well as the shortcomings of Reed and Goldberg's study. (Contains 2 tables.)