ABSTRACT
Issues related to motivation have become more prominent in the eld of reading research, especially with regards to students experiencing reading dif culties (Bernard, 2006; Guthrie & Alao, 1997; Guthrie & Davis, 2003; Thorkildsen, 2002). Children who are more motivated to read, especially those who are intrinsically motivated (i.e., those who read for the joy of reading), will read more, and more broadly, than children possessing lower levels of motivation (Guthrie, Wig eld, Metsala, & Cox, 1999; Wig eld & Guthrie, 1997). In addition, children struggling to learn to read often possess maladaptive beliefs and goals that can impact their motivation, and the nature of the classroom and school environment can exacerbate the situation. Addressing these individual beliefs and goals and altering student perceptions of the learning environment can play an important role in overcoming reading dif culties.
