Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read. Motivating these students to read for pleasure may seem like an unattainable goal. However, past difficulties in reading do not necessarily mean that children will dislike reading forever. In conjunction with appropriate academic interventions, student interest in reading might be improved by motivational interventions aligned with a theoretical framework discussed in this article: (a) choosing interesting texts to read, (b) stimulating knowledge-based interest, and (c) enhancing task-based interest.

中文翻译：

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鼓励有学习障碍的学生阅读

学生缺乏阅读动机的原因可能有很多，包括没有足够的机会获得有趣的文本、成年人为了娱乐而阅读的鼓励有限、教学实践不利于学习，或者有阅读失败的历史。本文重点关注有阅读障碍的学生，他们可能长期不喜欢阅读，因为他们在学习阅读时反复出现负面体验。激励这些学生以阅读为乐似乎是一个无法实现的目标。然而，过去的阅读困难并不一定意味着孩子们会永远不喜欢阅读。结合适当的学术干预，与本文讨论的理论框架一致的动机干预可能会提高学生的阅读兴趣：(a) 选择有趣的文本来阅读，