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Perhaps one of the greatest problems in education today is not illiteracy, but aliteracy (Cramer and Castle, 1994). Aliteracy has been defined as a "lack of the reading habit; especially, such a lack in capable readers who choose not to read" (Harris and Hodges, 1981, p. 11). With all of our knowledge of reading strategies, activities, lessons, and programs, why do so many of our students seem to prefer aliteracy? What is missing in our classrooms and in our teaching? In this article, it is proposed that a crucial ingredient in helping students become lifelong learners and joyful literates is a clear understanding of motivation.

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