This paper presents a theoretical framework supporting the use of reading assignments in mathematics classes. Reading assignments have the potential to change students' epistemic beliefs, self-efficacy and self-regulatory skills. Reading assignments provide a cognitive scaffold that helps students learn how to read a mathematics textbook. Anecdotal observations from a department-wide implementation of preliminary reading assignments at a community college in north-western USA will be discussed in support of proposed research. Suggestions for creation and use are briefly provided. Future research suggestions are also provided.