The purpose of this study is to examine self-rated levels of reading motivation and reading activity among Deaf and Hard-of-Hearing (DHH) Adolescents and the relationship to overall Language Arts skills. This study is framed by social learning theory and self-determination theory. DHH Adolescents (n=38), between the ages of 11 and 17, with bilateral hearing loss, located in Southern California participated in the study. Data collection included administration of the Motivation for Reading Questionnaire (MRQ), Reading Activity Inventory (RAI) and a demographic survey. Phase 2 included a focus group of Phase 1 participants (n=5). Survey data was analyzed quantitatively for mean differences and correlations while subsequent focus group data was analyzed using axial coding. Significant correlations identified relationships between gender and three constructs on the MRQ: Curiosity, Recognition, and Social Reasons. Educational Placement was also significantly correlated to Importance of Reading. Themes identified in the focus group were motivation, impact of hearing loss, and beneficial strategies employed. This study extends the extant research supporting reading motivation as an essential component of adolescent literacy instruction, while filling a gap in the literature by analyzing reading motivation of DHH learners. Limitations include the small sample size, limited geographical region, and the use of California state-testing scores as a general measure of Language Arts Skills. Opportunities for future research and implications of the study are discussed as well. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]