This paper focuses on the development and analysis of a survey designed to assess two aspects of motivation to read, specifically for adults enrolled in community college reading courses: self-perceived competence (self-concept) and valuing of the task (value). It also assesses developmental reading students' use of strategic reading behaviors. The study evaluates the relationship between student scores on the motivational survey scales and their reading competency, as measured by the Degree of Reading Power (DRP) test. Additionally, the study addresses the question of whether or not a factor analysis of the results supports the existence of the two factors, self-concept and value, as found by Gambrell, et al. Findings reinforce the belief that the creation of more meaningful contexts promotes student motivation to read. Low subscores on the value of reading factor call for classroom reading that emphasizes meaningful purposes--readings should be relevant to students. They should address topics that relate to student prior knowledge and should answer the student's questions. Appended are items included on the survey, motivational scales, and scale statistics for fall 1997, factor models and patterns, and three variable correlation tables. (Contains 13 references.) (AS)