This paper describes the implementation of a high-intensity reading tutoring intervention program using culturally responsive literacy practices centered on diverse children’s literature intended to uplift the needs and priorities of primary grade students experiencing literacy learning challenges. First, we present a critical review of the research on student literacy motivation and student identity. Next, we propose a culturally responsive literacy motivation model that re-conceptualizes student literacy motivation through culturally responsive literacy practices and literacy identity dimensions. We provide qualitative findings from tutor and student participants that reflect interconnections between dimensions of student literacy identity and literacy motivation through culturally responsive literacy practices. We provide implications and recommendations for literacy educators, researchers, and policymakers, along with a resource section for literacy educators.
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