This paper reviews the research literature on the intervention methods practiced to enhance, and the measures used to assess, academic intrinsic motivation in the school-age population with learning disabilities (LD). According to the research surveyed, retention and generalization improve when learning is intrinsically rather than extrinsically motivated; intrinsic motivation is strongly associated with academic achievement in students with LD; and motivational orientation has certain causation factors, such as perceived locus of control, level of self-esteem, and expectation of success. The literature review also found that training students with LD to attribute performance outcomes to their own efforts rather than to external factors, like luck, can make a significant difference to their level of academic intrinsic motivation. Since students with LD usually do not attribute their successes and failures to their own ability and effort, the paper concludes there is a need to incorporate motivational theories into intervention programs and to train students to attribute performance outcomes to their own efforts. Reliable assessment procedures are required to measure these effects. (Contains 59 references.) (DB)