Reading comprehension skill is often assumed by sociology instructors, yet many college students seem to have marginal reading comprehension skills, which may explain why fewer than half of them are actually doing the reading. Sanctions that force students to either read or to pay a price are based on a rational choice model of behavior--a perspective that many students seem to bring with them. However, deep reading--reading for long-term retention of the material and for comprehension at a level that can be perspective-transforming--involves constructing meaning as one reads. Students need help developing reading strategies that enhance this process. Moreover, cost/benefit coercion of reading does not necessarily enhance construction of meaning or deep-learning; indeed, it may reward minimalist or surface reading. This essay is an excursion into theory on deep learning and the implications of that theory for engaging students in reading. An assignment based on multiple intelligences and fostering reading comprehension is suggested and some initial data are provided regarding possible success of this strategy. (Contains 2 footnotes.)