in a variety of ways including: Link real life experiences to text: students who feel as though they are reading things that are relevant to their personal interests are more likely to be involved in the reading of the story and classroom discussions Selecting texts that connect to students' interests and backgrounds-reading articles or stories about common interests can spark conversations in classrooms as well as promote interest in reading the texts. If some students in a classroom play baseball, reading a story about a baseball player can spark interest and enthusiasm in the classroom Give choices to students to allow them to take ownership of their reading-assigned readings (while sometimes necessary) do not encourage intrinsic motivation in reading. Rather, allowing students to have a choice in what they read allows them to take ownership of their own learning and can choose texts that is personally relevant to their culture and interests. Provide constant positive feedback to students: because students who feel as though they are good readers will be more likely to want to read, always encouraging students that they are talented and able to read well can create increased intrinsic motivation Encourage collaboration in the classroom that is centered around reading: students who work in groups and all individually contribute towards a common cause are more likely to be interested in the subject. Organizing small "book clubs" in the classroom that allow students to socialize and talk about a book can create a laid back atmosphere where students feel as though they can freely express their views and ideas about the texts, and will increase interest in the context of the article or story. Motivation within culture Motivation in school is something that all members of a school community want to support in students, though few may realize that it can be influenced by culture. This means that because of the culture of each student, levels of motivation may be quite different. As of now, the cultural practice schools tend to follow is that of the dominant U.S. culture. However, many students come from families that are much more diverse. For example, students of the Navajo and Apache cultures are less likely to answer their teacher's question in class if it seems as though they are trying to compete with their peers. Students of lower SES families typically display lower motivation and achievement and are at greater risk