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Interest
ownership
self-efficacy
social interaction
mastery

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When studnets are reading because they enjoy reading. they are not ready to receive rewards or prize but for enjoyment.
students are having hands on activities and themes to make connections with their real life experiences. Students are building connections to the lesson in a very natural way, because the lessons are based on their interests. Lessons are relevant to the students which will create a more interesting and self guided research.

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students who feel like they have ownership of their reading are more likely to become engaged in that experience.
Educators need to provide an environment and opportunities for students to take ownership. Offering students meaningful choices will be based on the studnets personal goal and interests. When providing choices take into consideration if it is relevant to the activity, and whether the level of choices is appropriated for the student.

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Integration of Strategies
explicit and nonexplicit instruction of strategies

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comprehension is a constructive, interactive process involving three factors: the reader, the text and the context.

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Comprehension involves activating a scheme. Scheme refers to a unit of organized knowledge.

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Mental models: is the process of constructing situation models. Textbase is the foundation of the mental model. Textbase is consists of the statements or ideas conveyed by the surface structure. it connects the literal meaning of the text however not the form.

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a student's comprehension also depends on students' of coherence. which refers to the reader's criteria or general sense of the logic and consistency of the text and also how the text fits in with prior knowledge.

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Preparational : are activities a reader engages in just before reading.

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Monitoring: being aware of one-self as a learner and of the learning task, regulating and planning comprehension activities, monitoring one's comprehension, and repairing it when it is faulty.

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Organizational: selecting most important details in a piece and constructing relationships among them 

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Elaboration: constructing relationships between prior knowledge and knowledge obtained from print

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summarizing: retells the selection, highlighting the main points. this process reviews and integrates the information.

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clarifying students note words, concepts, expressions, or other items that obstruct comprehension, and they ask for explanations during class discussion.

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Predicting: students predict what information a section of text will present based on what they have read in a prior section. prediction can be based on illustration, headings, or an introductory paragraph.

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Question generating: seeking out the kind of information in a text that provides a basis for well-formed question. if a student has a hard time formulating a question they may have failed to understand the key points in the text and may have to reread .

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Reciprocal teaching is a form of cooperative learning in which students learn to use four key reading strategies in order to achieve improved comprehension.

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When students believe in themselves that they can read, they often do read. Self efficacy students enjoy what task they are performing and they are successful.
A reading task that is challenging will become manageable, cognitive engagement and persistence to complete challenging tasks.   Students need to be challenge however we have to remember not to over challenge them where they will not going to meet a goal and not succeed. We have to remember to focus on the learning part instead of the task.

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Reading can be a social experience. students can reading unison, discussing a book, working together to decode word or define new words.  Students need to have an social environment  to create relationships and work on their collaboration skills.
Having students collaborate with one another builds a community, sharing their knowledge will help build someone else knowledge. Students and teachers will gain the perspective of others while talking about topics in class.
Students are working on their leadership skills, listening skills, and building their background knowledge.

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Mastery motivation is quest for deep understanding or conquering reading skills. Students motivation and reading comprehension will drive and support their mastery motivation.
Make a the students create a goal for themselves. goal orientation has been shown to be related to reading achievement. You can always add to the goal or even take away from the goal. having students focus on the deep understanding of what they are learning instead of the test scores.
Mastery motivation happens over a period of time, it will not happen over night. Lesson plans should be span for several day and not just for the day. Mastery will decreases when the topics change daily.

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reading identity refers to the extent that an individual values reading as personally important, and views success in reading as an important goal. When students have an identity of a reader they are most likely to read and to gain knowledge from what they are reading. Teachers needs to provide support for the students by explaining the text and the importance and functional, when doing this what the students is reading will become more relevant. Teachers should model and provide explicit instruction for the students in their classroom. Encourage the studnets to make connections with reading and relate to their lives. Doing this may increase their engagement with the text.