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Teaching literacy is a challenging process that incorporates the functional and structural aspects of language with the comprehension of its content. Educators are often unable to successfully identify the appropriate strategies that are best-suited to communicate these distinctive components of literacy to students from backgrounds of low socio-economic status. These students are more likely to face challenges in acquiring literacy due to the cultural exceptions attached to their community and to the lack of resources available to them in the home and in schools that have less funding. This work seeks to investigate these issues through comparing and contrasting the outcome of two motivational independent reading programs designed to improve literacy among elementary at-risk students