This report describes a program for increasing student motivation in reading through the use of multiple intelligences. The targeted population consisted of one first grade and two fourth grade classrooms located in two western suburbs of a major metropolitan city. The problem of low student motivation is documented through low performance on reading assessments, teacher observation, self-assessments, class participation, student work samples, and homework. Analysis of probable cause data revealed: (1) diversity of student needs contributed to greater challenges in sustaining student motivation; (2) ineffective supports and interventions for students having difficulty with reading; (3) an emphasis on passive learning rather than active learning; (4) low student self-esteem; (5) students were unaware of their control of their learning, thinking behavior, and motivation. A review of solution strategies suggested altering reading curricula by teaching to the multiple intelligences, implementing student self-assessments, and incorporating student goal setting. Results indicated that the use of integrating multiple intelligences into daily lesson plans increased student motivation in reading, and students developed an appreciation for reading that went beyond the classroom. Appendixes contain: Teacher Questionnaire; Reading Motivation Survey; Developmental Reading Assessment; STAR Reading Test; Teacher Observation Checklist; Weekly Student Self-Assessment in Reading; Running Record; Rubric for Book Reports; Invention Unit; Weekly Reading Goal Sheet; and Parent Newsletter. (Contains 56 references, 4 tables, and 35 figures.) (Author/RS)