Although research indicates that motivation influences reading development and achievement, studies examining the motivation of primary-age readers are scarce and limited. Assuming school experiences play a role in shaping motivation, it is imperative that younger children’s motivation to read within the context of reading intervention programs be examined. This qualitative case study takes a step toward addressing the gap in the literature. The motivation and engagement of eight children identified as “at risk” for reading difficulties (four first graders and four second graders) specific to a pullout reading intervention program were investigated via researcher field notes and video logs, reading specialist engagement questionnaires and interviews, and participatory student interviews. Findings reveal that reports of engagement were mainly consistent with children’s preferences for doing reading in the classroom or in the intervention setting; however, children’s own perceptions were essential in understanding how the benefits and costs each associated with the intervention combined to influence motivation.

Young readers can communicate their motivations for doing reading in an intervention program and offer ideas about how the program might be modified to be more motivating.When we do reading in the classroom, we usually get stuck on a word, and then we keep having to try stuff, and we try everything, but we can't raise our hand and go ask for help. In [the reading intervention room], we can point to the word and raise our hand, and the teacher will help us get it! T his was first grader Agnes' response when asked why she would rat her read in her school's reading intervention room than in her classroom (all student, teacher, and school names are pseudonyms). The availability of support from the teacher is a main reason why Agnes valued time spent in her reading intervention program. She also appreciated the books the reading specialist provided for independent reading and the quiet setting, as compared with her classroom, which she described as noisy.In contrast, second grader Henry insisted that if given the choice, he would remain in his classroom to do reading instead of attending intervention sessions. "There's not much decisions for me to make there…and my classroom is quieter," he explained. Henry's and Agnes' perceptions of intervention are clearly different; however, both students' views offer insights into their unique motivations for "doing reading" specific to the intervention program. Their insights can also serve as an important data source for modifying programs to better meet students' individual needs.In this article, we share findings from a semesterlong study in which we analyzed the motivationrelated perceptions (perceived benefits and costs of participation) of 14 young readers specific to their intervention involvement. We compared their perceptions with adult reports of their intervention engagement to infer how the program was shaping students' motivation for doing reading in the intervention setting.We begin by explaining why it is essential that students value-and maintain high motivation for-their reading intervention experience. Also, we highlight a gap in the reading motivation research-specifically, the need to examine young students' perceived costs of participation. Next, we describe the setting and the general methods that we employed in the study, and we elaborate on the two developmentally sensitive interview approaches that we employed, techniques that we strongly feel can-and should-be used in schools to understand students' perceptions of their intervention experiences. Finally, we synthesize findings across the three grade levels and emphasize a major implication of our work: Young students' perceived benefits and costs of reading intervention involvement should be elicited and taken seriously, as they offer valuable insights that can be used to modify programming to better support students' developing motivation.

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The authors emphasize the importance of cultivating autonomous motivation for literacy in early childhood by supporting students’ basic psychological needs for autonomy, competence, and relatedness while building foundational skills. Additionally, the authors highlight four key findings specific to early childhood (pre‐K–2) literacy development: the power of teaching letters and associated phonemes in tandem, the impact of oral language on comprehension, the role of print concepts in learning to read, and the influence of early writing on reading. Sample activities, adapted from preexisting promising practices to incorporate opportunities for addressing students’ basic psychological needs, accompany each finding. Finally, the authors make a sincere appeal for additional research, including educator action research specific to early childhood literacy motivation.