Assessment Details: The initial post is worth two points. One is for providing a response that is explicitly connected to at least one of the readings. The second applying that idea to working with students in a school environment. At least two responses to peers are also assessed, at a \( 1 / 2 \) point each adding some idea from the readings applied to peers' posts. This information is viewable in the Canvas rubric as well. Question Choices: 1. Authentic reading experiences engage learners in reading for real purposes (such as to gain information or enjoyment) rather than for only school assignments. How are authentic reading experiences connected to motivation to read at the \( 4^{\text {th }} \) to \( 9^{\text {th }} \) grade levels?

Authentic reading experiences significantly enhance motivation to read among students in the 4th to 9th grades by aligning reading activities with real-life purposes and interests. According to Deci and Ryan's Self-Determination Theory, when students engage in activities that fulfill their intrinsic motivations—such as curiosity and the desire for competence—they are more likely to develop a sustained interest in reading (Deci & Ryan, 2000). In a school environment, this can be implemented by incorporating diverse reading materials that relate to students' lives and interests, such as magazines, graphic novels, or articles on topics they are passionate about. For example, allowing students to choose books that reflect their hobbies or future career aspirations can make reading more relevant and enjoyable. Additionally, integrating projects that require students to use reading for real purposes, like researching for a science project or writing a book review for the school newsletter, can further connect reading to meaningful outcomes. By shifting the focus from reading solely for grades to reading for personal growth and enjoyment, educators can foster a more motivated and engaged readership among middle-grade students. **References:** Deci, E. L., & Ryan, R. M. (2000). *The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior*. Psychological Inquiry, 11(4), 227-268.