Discussion on reading motivation and strategies in Elementary school students

Objectives This study aimed to investigate the reading motivation and strategies of elementary school students in grades 4, 5, and 6 based on their reading experiences. Methods Small group interviews were conducted with a total of 183 elementary school students from grades 4, 5, and 6, attending schools located in metropolitan areas, mid-sized cities, and rural towns. The interviews focused on their reading experiences related to motivation and strategies. After the interviews, the initial transcription was carried out using an online automatic transcription program. Due to the frequent occurrence of short responses, the researchers further refined the transcripts to enhance clarity. Results Elementary school students preferred discussing books with peers who had read the same books. When encountering unfamiliar content while reading, they tended to ask their parents for clarification. As students advanced in grade levels, their smartphone usage increased, while their reading time decreased. Students who read based on intrinsic motivation tended to engage in reading actively and consistently. Conclusions Since peer interaction is crucial for elementary school students, reading the same books together is an effective approach. Additionally, limiting smartphone usage can serve as an indirect way to encourage reading. For upper-grade elementary school students, applying reading strategies to learn from books can be an appropriate reading method at this stage.