Abstract
This systematic review examines instructional interventions designed to support motivation and engagement in literacy learning among students in grades 4 through 9. Building upon prior syntheses and meta-analyses, the review incorporates 18 studies published between 2008 and 2024, spanning diverse student groups—including typically achieving students, English Learners, and students with or at risk for disabilities. The review categorizes studies by demographic subgroup and instructional intensity (Tier 1, Tier 2, and Tier 3) and finds that multi-component interventions integrating cognitive strategy instruction (e.g., self-questioning, comprehension monitoring) with motivational supports (e.g., goal-setting, attribution retraining, autonomy) are most consistently associated with improvements in reading comprehension, self-efficacy, and engagement. Notably, Tier 3 individualized interventions yielded particularly strong outcomes for students with disabilities. The review also highlights gaps in foundational skill instruction and motivation research for English Learners. Recommendations for practice emphasize embedding motivational strategies within regular instruction, supporting teacher professional development, and designing curricula that promote autonomy, relevance, and culturally responsive content. Limitations and directions for future research include the need for longitudinal studies, clearer reporting of intervention dosage, and expanded focus on foundational literacy skills.