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

dc.contributor.author	Holt, Kelsey R.
dc.date.accessioned	2015-10-05T15:34:46Z
dc.date.available	2015-10-05T15:34:46Z
dc.date.issued	2015-09
dc.description.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.	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/73623
dc.subject	Teacher Education	en
dc.subject	Elementary Schools	en
dc.subject	Elementary Students	en
dc.subject	Reading Motivation	en
dc.subject	Reading Comprehension	en
dc.subject	Reading	en
dc.subject	Science Education	en
dc.subject	Educational Leadership	en
dc.title	Connection of Reading Motivation and Comprehension: Elementary Teachers' Beliefs and Perceptions	en
dc.type	Thesis	en

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Description:: CONNECTION OF READING MOTIVATION AND COMPREHENSION: ELEMENTARY TEACHERS’ BELIEFS AND PERCEPTIONS

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