ABSTRACT
There is an extensive body of theory and research-based knowledge about the broad area of motivation to learn. The research on motivation to read, however, having only been initiated in earnest over the past few decades, is comparatively less well developed. There is a vast number of motivational theories that are relevant to the topic of motivation to read. While there are numerous theories of motivation that have direct implications for reading instruction, three overarching theoretical orientations have helped to inform us about motivation and learning: expectancy-value theory, goal orientation theory, and intrinsic and extrinsic theories of motivation. There are several clear themes that run across current theories of motivation and research studies that have focused on classroom factors associated with reading motivation. Self-selection of reading materials is strongly linked to motivation to read. Current theories of motivation recognize that learning is facilitated by social interactions with others.
