MOTIVATION AS THE ARTICULATING AXIS OF READING COMPREHENSION IN PRIMARY EDUCATION STUDENTS
DOI:
https://doi.org/10.56219/se.v26i1.5479Keywords:
reading motivation, reading comprehension, primary education, autonomy, inclusive pedagogyAbstract
Reading comprehension remains one of the most persistent challenges in Latin American primary education, despite institutional efforts and curricular reforms aimed at strengthening it. This article, derived from ongoing doctoral research, proposes a theoreticaldidactic reflection on motivation as the articulating axis of reading comprehension in socioculturally diverse contexts. From a multidimensional approach, it is argued that motivation is not an accessory component, but the foundation that dynamizes the meaningful interaction between the student and the text. The review of theories such as SelfDetermination Theory (Deci & Ryan, 1985) and the CORI Model (Guthrie & Wigfield, 2000) allows for an understanding of the relationship between interest, autonomy, and perceived competence in reading processes. The analysis incorporates recent contributions from educational psychology and critical pedagogy, highlighting the teacher's role as a motivational mediator and designer of inclusive reading environments. In conclusion, it is maintained that strengthening reading comprehension requires integrating affective, cognitive, and cultural factors into a situated pedagogical practice, where reading becomes an emotionally significant and socially transformative experience.
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