This study investigated the influence of a high intensity reading tutoring intervention program combining culturally responsive literacy (CRL) and science-of-reading (SOR) practices on primary grade students' literacy motivation. Participants included 10 university-trained tutors working with 38 kindergarten through third-grade students who experienced literacy challenges in two urban elementary schools in the mid-Atlantic region of the United States. Students completed a 6-week CRL-SOR-integrated intervention program with their tutors. Participant interviews and self-reflections on tutoring activities were thematically coded for student literacy motivation based on literacy identity dimensions of criticality, identity, intellect, joy, and skill. Findings revealed that literacy identity dimensions were more frequently associated with CRL-SOR integrated activities and CRL activities, as compared to SOR activities alone. Additionally, literacy identity dimensions were differentially associated with CRL, CRL-SOR, and SOR activities. The findings have practical and research implications in addressing student literacy motivation and literacy identity through CRL-SOR integrated practices.