Connection of Reading Motivation and Comprehension: Elementary Teachers' Beliefs and Perceptions

Abstract

The purpose of the study is to interview elementary classroom teachers to determine to what extent they believe or perceive there is a connection between increased reading motivation and comprehension growth. The researcher conducted a qualitative study, with a phenomenological approach, by interviewing five teachers from a northern Minnesota elementary school (elementary school B). Participants within the study provided real-life experiences and thoughts on the connection between reading motivation and comprehension. The study utilized participants? responses to better support the previous research that shows increased reading motivation has a positive effect on students? comprehension growth. The researcher analyzed the information by finding common themes within participants? responses and depicted the information through descriptive summaries.