This review of research examines definitions of reading motivation, instruments for measuring reading motivation, reading motivation interventions and instructional designs, and student outcomes related to reading motivation. The population for this review was restricted to middle or high school students who: (a) have a qualifying disability in reading, (b) are identified as having "reading difficulties," or (c) present characteristics of dyslexia but are otherwise not identified. Definitions of reading motivation were generally ambiguous or ill-defined in relationship to the construct being measured. A variety of established reading motivational scales were identified, as well as some that were author-constructed. Although evidence from previous studies demonstrates a positive contribution of reading motivation to student outcomes, there were less significant relationships found between student outcomes and those students with reading disabilities or reading difficulties.