On the whole, I liked this author's approach to motivating students to read. I do think that getting struggling students interested in the material is the first step in getting them to do the work required to understand it, and he gives some interesting examples on how to get them motivated. Also, he discusses a lot of scaffolding techniques that will probably make it easier for students to understand the material when they start reading it. I especially liked his "what is a heroic act?" exercise, because students are interested in heroes, and that seems like a pretty good way to relate a common interest in their real lives to something that might interest them in a book like "To Kill A Mockingbird".
If there was one weakness in his article, I think it was a high reliance on student Q&A for scaffolding. I think this will work well with some students who are more vocal, and some students who are not very vocal will just tend to "check out" during this sort of activity. I would have liked to see some discussion of strategy to deal with this disparity - especially with regard to ESL students who may be very reluctant to speak at all. I'm not saying student Q&A is a bad tool, I'm just saying that I think there are probably some techniques for using it effectively, and I would like to examine that further.
Anyway, it seemed like his key theme was to teach authentic material and relate it to students lives, and I agree with this wholeheartedly.