A meta-analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi-level approach was used in meta-analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta-analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Z[subscript r] = 0.32), while stronger for students in elementary school (Z[subscript r] = 0.44) when compared with middle school students (Z[subscript r] = 0.24). Findings related to selected moderator variables are discussed, with suggestions for future research. (Contains 3 figures and 4 tables.)