Reading Recovery: Exploring the Effects on First Grade Students' Reading Motivation and Achievement discusses student motivation and the impact of motivation on reading ability. This article also discusses Reading Recovery which, essentially, is a reading intervention program for first graders who have low reading scores. Students involved in Reading Recovery attend this intervention every day for 30 minutes over a period of 12 to 20 weeks. He specializes in student interest and overcoming low motivation. The first grade is a critical time for the student in learning to read, as the student's desire and motivation to read begins to develop, in addition to the student's acquisition of language. The authors of this article conducted a study of nearly 2,000 first graders in South Carolina. They hypothesized that a motivation-focused intervention can support reading achievement as well as motivation to read. Three specific theoretical frameworks were examined during this study. These frameworks include expectancy-value theory, engagement theory, and sociocultural theory. The expectancy-value theory of motivation suggests that motivation is an influence based on the student's pre-rehearsal as to whether or not they will be good readers as well as whether a student perceives the text to be current and engaging. Engagement theory proposes that when a student is more engaged in the subject, they perform better. There are two major factors in commitment theory. The first concerns the initial success a student will have in developing critical reading skills. The second factor is student motivation. Based on the understanding that student motivation is an important part of reading, Reading Re...... middle of paper ...... these books so that a student reading at a G level can read on Danny the Dog. Then, as they continue to expand their knowledge and move to a higher reading level such as a 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 more familiar with the story, but it can also spark their interest and motivation. After reading this article, I want to continue to develop my students' reading achievements by creating reading groups focused on the needs of my students. In my future classroom, I hope 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..