With the continued emphasis on accountability for students, schools are working to increase the reading academic performance of their non-proficient students. Many remedial approaches fail to identify the individual strengths and weaknesses and tend to treat these students with a singular remedial focus on word identification (Allington, 2001). In this quantitative study, I explore the reading and motivational patterns present with elementary non-proficient readers representing marginalized groups. The results suggest that non-proficient readers do not need remediation with a singular focus, but have unique needs that must be taken into account when planning remediation. This study provided unique findings by examining the reading and motivational profiles of this unique sample of students. Six profiles were identified that represented strengths and weaknesses within the area of reading, as well as identifying preferred and less preferred motivators. The study also supported the idea that motivation is multi-dimensional and should be considered when providing support to struggling readers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]