This study extended the research of Aiken (2006), which originally examined the reading motivation, attitudes, and habits for a cohort of 6th grade readers from an affluent suburban community. The purpose of this research was to investigate if the students' self-concepts as readers and values of reading have changed from their 6th grade year to their grade year. It was also hoped that revisiting this population five years later would provide greater insight into the reading motivation and attitude changes from early adolescence to later adolescence. This study involved a mixed method approach using both quantitative and qualitative data. The first part of the study involved the administration of the Adolescent Motivation to Read Profile (AMRP; Pitcher et al., 2007) reading survey to one hundred ninety-four 11th grade students who were part of the reading cohort from 2006. The students' scores on the AMRP were compared to their 6th grade scores on the Motivation to Read Profile (MRP; Gambrell et al., 1996). Individual 11 [superscript th] grade survey responses could not be directly paired with their 6th grade survey responses; therefore, two sample t-tests were conducted to determine whether the means between the two groups were statistically significant. The quantitative findings from this study found that self concepts as a reader and values of reading decreased as students reached eleventh grade. Using the AMRP value of reading subtest, two subgroups were pulled from the 11th grade cohort: resistant readers and avid readers. Two sample t-tests were conducted and determined that there were statistically significant differences between avid and resistant readers' self concept as a reader score, value of reading score, and academic achievement on standardize tests. The second part of the study used a sample of convenience to select twelve avid readers and twelve resistant readers to complete the Reading Profile - Conversation Interview (Aiken, 2006). The qualitative responses from the Conversational Interview supported the quantitative results. The qualitative responses also provided additional information regarding reading motivation for the avid and resistant readers of the 11th grade cohort and indentified recurring themes on the following: lack of time and independent reading, conflict between students' interest and a school's curriculum lead to avoidance of reading, and narrow definition of a reader created self-perception of resistant readers. This study recommended several teaching implications including providing time for silent reading during the instructional day, requiring all teachers to be positive reading role models, and expanding the definition of a reader. Further research is needed to investigate the reading habits of adolescents over the course of a school year, to examine the nature of online reading comprehension for secondary students, and to explore the reading habits of male and female adolescents. [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.]