From our earliest years, language learning is profoundly rewarding, allowing us to communicate with others. In this talk, I will present evidence from new behavioural and neuroimaging paradigms showing that intrinsic reward is not just a by-product of language learning but can actively boost comprehension and memory. I will then consider why these motivational benefits are not experienced equally. Children with dyslexia tend to read less, and those with language disorders often avoid language-rich environments. Our neural and behavioural findings suggest that intrinsic reward responses during naturalistic word learning are attenuated in children with dyslexia, even when they learn successfully. These findings provide insight into the vicious cycle in which reduced ability limits motivation, and reduced motivation further restricts opportunities for learning. Finally, I will examine if extrinsic incentives (such as monetary and social rewards) can enhance learning, and whether incentives need to be tailored for different learners. Bringing together insights from development, neuroscience, and neurodiversity, I will argue that understanding the interplay between reward and language systems can reshape how we think about language learning. We need to consider motivation when designing educational and clinical programmes, so we can make language learning genuinely rewarding for all children.