The data used from PISA 2000 included student performance and information regarding students' social, economic, cultural, and educational factors related to student performance. The sample included 3,268 students from 121 schools. The students were in grades 9 and 10 and were mostly female. Although students were of diverse ethnic backgrounds, 62.7% were European American and 91.03% spoke English at home. Reading skills were measured based on academic performance. Reading fluency includes: “processing skills, knowledge and understanding, and context of application” (Lee, 2014, p. 179). Behavioral engagement was measured using the following four self-report items: working hard, working despite difficulties, doing one's best to acquire knowledge and skills, and doing one's best. Emotional engagement was measured by students' responses to questions about "the extent to which they agree that school is a place where they feel like they belong, where they make friends easily, and where others students seem to enjoy them, where they feel uncomfortable and excluded. place, feeling like a stranger, feeling alone” (Lee, 2014, p. 179). The hypothesis of this study was tested using multilevel analysis. Students' responses on self-assessed behavior and emotional engagement were compared and analyzed to their reading performance (Lee,