When Students Do Not Feel Motivated for Literacy Learning: How a Responsive Classroom Culture Helps.

Oldfather, P. (1994). When Students Do Not Feel Motivated for Literacy Learning: How a Responsive Classroom Culture Helps. Reading Research Report No. 8.

This study of a fifth/sixth-grade whole language classroom explores the connections between teacher responsiveness, student motivation, and the development of empathy during literacy tasks.  The article suggests that responsive classrooms can help students to own their own learning experiences and reduce negative emotions.