Motivating these students to read when it comes to content text therefore is most effective when connections are made to their regular multi-literary practices (Hinchman, et al., 2003/2004).
Resultantly, introducing text that students can most relate to, from their everyday existence in a variety of genres and transferring that to content lesson plans holds a lot of promise for motivating the "unmotivated student (Worthy, Moorman, & Turner, 1999).
Motivating students and not just reluctant readers, particularly in the area of reading, requires content text, which can also be challenging to educators (Baker & Wigfield, 1999).
When text is unappealing or too cumbersome and the teaching pedagogy around the text does not successfully engage the students, then students may avoid reading in the required content areas (Strommen & Mates, 2004).
Recent research shows that teachers frequently enact both controlling behaviors and autonomy supporting behaviors during any given teaching episode; however, the controlling behaviors are much more common (Assor et al., 2002).
The conditions that foster a controlling style to motivate students in educators, according to the authors, are when only the teachers' perspective is adopted; when students are pressured to feel, think, and behave in certain ways; and when students' actions, thoughts, and feelings are intruded upon.With all this fuss, teachers find it hard to keep the motivational levels of class among the students high.They look for different ways to help promote confidence and motivation among students.Support of student autonomy is described as interpersonal behavior and sentimentality provided by educations to identify, develop, and nurture students' internal motivational resources (Assor, Kaplan, & Roth, 2002; Reeve et al., 2004).According to the author, this is important because students in autonomy supported situations exhibit significantly more positive classroom behavior, functioning, and achieve greater educational outcomes than students who have controlling teachers (Deci & Ryan, 1985; Reeve & Jang, 2006; Ryan & Deci, 2000).Reeve, in his article, "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive" describes a frequent and all too recurrent paradox in the K-12 classroom wherein teachers implement a controlling style of motivation even though students respond much more favorably developmentally and educationally when their autonomy is supported.The controlling behavior exhibited by teachers is the "interpersonal sentiment and behavior teachers provide during instruction to pressure students to think, feel, or behave in a specific way (Assor, et al., 2005; Reeve, Deci, & Ryan, 2004).This may not be the instructors' goal; however, it is frequently the case particularly when teachers look at student motivation from their own perspective.Controlling instructional environments are created when the teachers' perspective overrides the student perspective.Motivation during an academic term, is something which has its ups and downs.From the early days of the academic term, where all the spirits are high, students are looking forward to something new.