We examined the relationships of two aspects of reading motivation with reading fluency performance in 79 third- to sixth-grade Hebrew-speaking students with reading disabilities. Reading fluency tests were administered, in addition to a reading motivation questionnaire (MRP-R), all of which examined students' self-concept as readers, as well as the value they attach to reading. Correlations were found between students' self-concept and their reading performance. Additionally, no differences were found between grade levels in reading motivation. Furthermore, word rate, accuracy, and reading self-concept predicted text rate beyond grade level. Finally, significant differences were found in reading measures in favor of readers with a high self-concept, suggesting that students with reading disabilities should not be perceived as a homogenous group.