LAUSR

Abstract This study examined the time-course relationship between reading motivation and later reading achievement for students with reading disabilities (RD) and comparison groups (ADHD and typical). The 3-year longitudinal analysis of 76 students replicated prospective work with all students by reporting reduced motivation and novel findings of reduced reading behavior from elementary to middle schools. Students with RD maintained low intrinsic and extrinsic reading motivation in their transition to middle school but also decreased their reading for school; the ADHD group also decreased reading for school and for personal enjoyment and also reported the greatest reduction in extrinsic motivation. We provided partial support for theoretical hypotheses but failed to document an increase in extrinsic motivation in response to failure for the RD group.