The purpose of this research was to explore the influence on reading motivation from book-talk reading teaching towards fifth graders with low achievement in Chinese literacy. The study employed qualitative research methods. The subjects were twenty-five graders. The 10-week Book-talk Reading Teaching adopted ten topics in the curriculum. Direct observation, reading sheets, learning feedback sheets, learning reflection sheets, interviews, and teachers' reflection were then applied to clarify the views of the subjects toward the book-talk reading teaching. The conclusions of this research were as follows: 1. Book-talk reading teaching was helpful to increase the reading motivation of fifth-grade elementary school pupils with low achievement on Chinese subject. 2. Book-talk reading teaching can enhance pupils' liking for reading programs. 3. Book-talk reading teaching had become very fond of the reading book. 4. An application of powerpoint files can inspire pupils' interest in reading. Teacher's book-talk skills and provision of reading materials influenced book-talk reading teaching.