Abstract

Educators agree that motivation plays a central role in literacy development. However, many teachers voice concern about students who do not appear to be motivated to read (Hidi & Harackiewicz, 2000). Most classroom instruction addresses phonemic awareness, phonics, vocabulary, fluency, and comprehension. However, without intrinsic motivation, many students do not value the act of reading and consequently do not choose to engage with text for purpose or pleasure. This article will present research-based practices that nurture the intrinsic motivation to read. Specifically, the review will be organized using the following overarching topics: (a) foundations of reading motivation, (b) motivating reading instruction, (c) motivating contexts, and (d) implications for practice.