Motivation in reading performance is important, as reading motivation facilitates effective learning. The decline in reading motivation that has typically been observed in Iranian universities is thus a serious concern for Iranian EFL learners. The aim of this study was to promote the reading literacy of Iranian English as foreign language (EFL) learners. A total number of 285 participants from six different fields of study (social sciences, math, primary education, chemistry, biology, and Persian literature) took part in this study. The researchers gave the instruments over a 2-day period; the Language Proficiency Test was given on day one and the Motivation for Reading Questionnaire (MRQ) and the Reading Comprehension Test were given on day two after a 1-week interval. Participants’ responses to the reading motivation statements, reading comprehension questions, and English language proficiency questions were analyzed using the Kruskal-Wallis test, T-test, analysis of variance (ANOVA), and Chi-Square. The findings indicated that learners with higher motivation in reading comprehension performed much better in reading comprehension than other learners with lower motivation. It was also demonstrated that the participants’ discipline was a significant contributing factor to the relationship between reading motivation and reading performance. The findings further proved that the higher the students’ proficiency level, the higher their reading motivation level. In sum, the present study indicated conclusively that there are different dimensions of reading motivation that relate differentially to the participants’ reading performance. The findings of this study are fruitful for both teachers and students.
