The Impact of Instructional Methods and Psychological Motivation on Reading Ability in Upper Primary Grades

The Impact of Instructional Methods and Psychological Motivation on Reading Ability in Upper Primary Grades

Authors

  • Yuwei He School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Rong Wang School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Ting Wang School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China
  • Suyi Duan School of Psychology, Northwest Normal University, Lanzhou 730070, Gansu, China

DOI:

https://doi.org/10.53469/jsshl.2025.08(08).06

Keywords:

Instructional Methods, Psychological Motivation, Reading Comprehension, Upper Primary Grades

Abstract

This article explores the combined effects of instructional methods and psychological motivation on reading ability in upper primary students. It emphasizes the significant role of diverse instructional strategies, such as text structure instruction, in improving reading comprehension. Additionally, it highlights the importance of motivation, emotional regulation, and home support in fostering reading development. The research suggests that integrating effective motivational strategies with instructional practices can enhance overall reading proficiency, with implications for both teaching methods and student engagement.

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Published

2025-08-31

Issue

Vol. 8 No. 8 (2025)

Section

Articles