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Motivation for reading is of vital importance because it mobilizes intellectual, volitional, and affective processes and is a complex phenomenon that involves the development of capacities, skills, and interests. The characteristics and moments of development of the student, such as the context in which he or she develops, must be taken into account. It is necessary that reading be motivated, voluntary, and that its systematic practice be a habit. In order to solve this, a system of exercises is proposed aimed at fostering motivation for reading from the teaching-learning process in the seventh grade of "Roberto Rodríguez" Basic Secondary School, which has as its basis, principles and categories. In the development of the research, the methods used were the theoretical level: historical-logical, inductive-deductive and the analysis of documents; the empirical level: the pedagogical experiment in its pre-experiment variant, helped by the survey and the observation in class; in addition, the percentage analysis was used for the quantitative processing.