Psychosocial factors strongly influence language learning and reading achievement for children. Evidence indicates a strong positive relationship between attitudes toward reading in the first (L1) and second or third languages (L2/L3) and subsequent reading achievement among multilinguals. Many studies of children learning to read demonstrate direct positive relationships between intrinsic motivation and reading achievement. Other studies have found that extrinsic motivation is the motivational facet that most predicts achievement. Researchers have begun to consider how the relationship between reading attitudes in one language might affect reading motivation and outcomes for another language. In this chapter we examine relevant theoretical frameworks of motivation and psychosocial factors that influence language learning and reading. Next, we present state-of-the-field findings regarding psychosocial factors related to reading achievement among multilingual children. We discuss how to reconcile contradictory findings and consider which features of language and context may be salient for predicting relationships. Finally, we make recommendations for future research and consider pedagogical implications.

In order for children to become engaged readers, it is important for them to develop the component reading skills that lead to long-term reading success and to find reading enjoyable. Both reading motivation and skill acquisition are central to reading development and continued growth over time. However, the relationship between these two prerequisites for becoming a lifelong reader is dynamic and bidirectional, suggesting that there are many different opportunities to intervene when children are disengaged or struggling readers. School psychologists can play a role in the prevention of and intervention in both reading and motivational challenges. This chapter includes information about how school psychologists might approach these issues using a tiered systems-of-support framework, while taking the home literacy environment into account.