The purpose of this study was to examine demographic and educational variables as well as the variable of number of books read through a motivational reading program, Accelerated Reader, in a residential school for the deaf in the southeast and determine the relationship of these variables to reading comprehension as measured by the STAR Reading Diagnostic and the Stanford Achievement Test, 10th edition. This longitudinal study involved a sample size of 55 deaf and hard-of-hearing students attending a residential school for the deaf in the southeastern United States. The researcher used descriptive statistics, correlational studies, analyses of variance and multiple regression analyses. The researcher found moderate correlations between number of books read and student performance on the STAR Reading Diagnostic and SAT-10 Reading Component. The correlations were prevalent 12 to 24 months later, indicating an increase when using the program over time. When examining individual background variables, several characteristics demonstrated a significant correlation: IQ, ethnicity, and degree of hearing loss. Students with less significant hearing loss consistently performed higher on the performance assessments, and descriptive statistics showed higher scores for children of deaf parents. Future research should include reading incentive programs at schools for the deaf related to reading motivation and increased reading scores. In addition, larger sample sizes from various residential schools for the deaf are needed to reduce margin of error. [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/en-US/products/dissertations/individuals.shtml.]