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Abstract
This article employs three complementary motivation theories to analyze the difficulties of Kelly, a student who has been termed a “resistant reader.” Twelve questions, emanating from the three theories, are offered to guide the analysis of factors contributing to Kelly's avoidance of reading. Each question is accompanied by strategies to encourage reading. The reader is cautioned against incorrect and pejorative assumptions when working with students like Kelly. The term resistant reader is rejected as inaccurate.