This study explored the relationship between rural young adolescents' expectancy-value beliefs in reading and their reading performance. Based upon a theoretical framework in expectancy-value theory, a theory of achievement motivation, this study examined the nature and strengths of the relationships between young adolescents' expectancy and value beliefs in reading and their reading performance. Participants (N = 138) from grades 5, 6, and 7 in one elementary school and one middle school in a rural southeastern state completed a 26-item abbreviated version of the Motivation for Reading Questionnaire (Guthrie, 2010; Wigfield & Guthrie, 1997) rooted in expectancy-value theory. Participants also self-reported weekly amounts of independent reading time by choice in classes and outside of school. Participants' reading performance was measured using the participating students' spring 2018 and fall 2018 Reading Inventory scores, a formative reading diagnostic that employs the Lexile framework as the indicator of students' reading comprehension levels. The MANOVA and correlational analyses results indicated that rural young adolescents' expectancy beliefs predicted their formative reading performance, that high task values do not necessarily translate to external choices in independent reading but did result in more time spent in reading, and that rural young adolescents' expectancy-values are synonymous with those in other urban-centric contexts. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]