ABSTRACT
This commentary begins with a review of major themes covered in the 5 articles included in this special issue. I then briefly comment on each article in the context of these themes and summarize what I see as cross-cutting issues suggested from the perspectives of a theory of reading motivations, practices suggested from research reported, and how these must be considered in light of the experiences of individual readers. The commentary concludes with a discussion of a systemic framework for examining classroom, school, district, and community alignments of practices and policy for enhancing reading motivations for all learners in the system, including students, teachers, and parents.
