Original ArticlesAttending to Motivation During Vocabulary Interventions for Students With or at Risk for Learning Disabilities A Review of the LiteratureLouick, Rebecca; Emery, Alyssa; Muenks, Katherine; O'Grady, Madeline Author Information Eastern Michigan University (Dr Louick); Iowa State University (Dr Emery); and University of Texas at Austin (Dr Muenks and Ms O'Grady). Corresponding Author: Rebecca Louick, PhD, College of Education, Eastern Michigan University, 128 John W. Porter Bldg, Ypsilanti, MI 48197 ([email protected]). The author and planners have disclosed no potential relevant financial relationships or otherwise. Author disclosures can be found at https://links.lww.com/TLD/A105. Topics in Language Disorders 43(2):p 97-118, April/June 2023. | DOI: 10.1097/TLD.0000000000000310 Buy Metrics Abstract Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P–12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as “motivation” (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals. © 2023 Wolters Kluwer Health, Inc. All rights reserved.