Reading Recovery: Exploring the Effects on First Grade Students' Motivation and Reading Achievement discusses student motivation and the impact motivation has on reading ability. This article also discusses reading recovery which, essentially, is a reading intervention program for first graders who have low reading achievement scores. Students involved in Reading Recovery participate in this intervention daily for 30 minutes over the course of 12-20 weeks. He specializes in student interest and how to defeat low motivation. First grade is a critical time for students learning to read as their desire and motivation to read begins to develop, as well as students' acquisition of language. The authors of this article conducted a study in which they surveyed nearly 2,000 first graders in South Carolina. They hypothesized that motivation-driven intervention could support reading achievement as well as motivation to read. Three specific theoretical frameworks were examined during this study. These frameworks include expectancy-value theory, commitment theory, and sociocultural theory. Expectancy-value theory of motivation suggests that motivation is an influence based on a student's prediction of whether or not he or she will be a successful reader and a student's perception that the text should be current and engaging. Engagement theory proposes that when a student is more engaged in the subject matter, they will perform better. There are two main factors within engagement theory. The first concerns the initial success a student will have in developing critical reading skills. The second factor is student motivation. Building on the understanding that student motivation is an important piece of reading, Reading Re...... middle of the paper ...... of these books so that a student reading at the G level can read by Danny the Dog. Then, as they continue to expand their knowledge and move to a higher reading level such as Reading Level I, they can continue to read books about Danny the Dog. This not only allows students to better understand the material as they become familiar with the story, but can also spark interest and motivation. After reading this article, I want to continue improving my students' reading outcomes by creating reading groups that focus on the topics covered. needs of my students. In my future classroom, I hope to be able to implement a similar approach so that my students not only learn to read, but also want to read. I think this can be done not only in reading groups, but throughout the day. I love reading and I want the students in my future class to love reading as much as I do.