When working as a teacher of deaf students, Melissa Herzig's school was a magnet high school just five minutes from the border of Mexico, where 95 percent of the students were Latinos. The deaf students' experiences with languages may involve using American Sign Language (ASL), a sign language they may have learned in their home country, English, and Spanish. Herzig wanted to learn more about the struggling Latino adolescent students' attitudes toward reading, especially those with varied language background experiences, and if their attitudes toward the target language, English, may have been part of the reason they reported that they did not like reading. Research has shown that motivation plays an important role in literacy development, and motivation leads to differences in achievement within Latino families regardless of socioeconomic status or parents' educational background (Baker, Afflerbach, & Reinking, 1996; Guthrie & Wigfield, 1997). Bearing that in mind, Herzig outlines some suggestions that might help teachers maintain the students' motivation and enable them to fulfill high expectations for achieving literacy.