ABSTRACT
This study investigated: a) the extent that teachers’ perception of students’ reading motivation differ from students’ self-reported motivation; b) the extent that teacher perceptions of students’ reading motivation vary across student reading achievement levels; and c) the relationship between students’ self-reported measures of reading motivation and their reading achievement. Participants of this study included 22 Spanish speaking elementary students and 6 teachers from a low-income area in downtown Los Angeles. Results agree with previous findings in that teachers’ perceptions and students’ perceptions of motivation do differ; that teachers’ perceptions of students’ motivation are related to students’ achievement level; and finally, higher achievers and lower achievers do have different motivation orientations.
