Motivation is a rather persistent problem in guiding students to read well. If a student lacks motivation, a low energy level will be available for learning to read. Through motivation, a learner is encouraged to achieve definite goals in reading. Attention and retention by the student are important in recognizing new words whether the approach is phonics instruction, syllabication, structural analysis, configuration clues, use of picture clues, or identification of words through contextual situations. Numerous reasons are given for students lacking motivation, from poor teaching methods to inadequate reading materials. Reading teachers must use a variety of stimulating methods in teaching students, and the subject matter must be of interest to students. Quality deductive methods to motivate student behavior may emphasize a teacher modeling analysis, synthesis, and evaluation in reading. Problem solving methods should also be utilized to stimulate student reading. Balance among cognitive, affective, and psychomotor objectives should be emphasized. A quality reading curriculum needs much planning, with careful attention to vital objectives, relevant opportunities to read, and evaluation procedures. (RAE)