Technology has become a catalyst influencing not only the medium, but also the variety of texts that adolescents encounter. It blurs the standard distinction between in-school and out-of-school literacies and fosters an interplay of reading for recreational and academic purposes. How students feel about reading remains an important question, to be sure, but the answer must become more nuanced to reflect the realities of the new literacies. In the authors' work with middle and high school teachers, conversations often turn to the problem of motivating adolescents to read. They all agree that proficiency is important, but often it is not enough. Understanding why reading fails to hold an important place in the lives of many readers is important if teachers are to have any hope of altering the views of their students. Gaining this understanding begins with learning how students truly "feel" about reading, not just in general but for different purposes and through different media. This knowledge can help teachers choose strategies and activities likely to have an impact. In this article, the authors present a newly developed survey for assessing adolescents' reading attitudes. They first examine the background and rationale for the instrument, then they describe its development, and they end with suggestions for how to use it in the classroom. (Contains 4 figures and 4 tables.)