le impact on it.
The proposed study is intended to identify how much and what is known about the impact of teachers' professional development on their ability to motivate students' reading comprehension. By drawing responses from teachers that have been through teacher development training, the study will ascertain the role such training plays in reading comprehension improvement.
Teachers' professional development includes a variety of subjects, from education theory to teaching techniques. Among the subjects included in development curricula is how to motivate students to learn, but the direct impact of teachers' professional development on student motivation to read and comprehend has been little studied. Through their professional development, teachers learn about motivational approaches they can use with their students. The Concept-Oriented Reading Instruction (CORI) approach, for example, teaches children reading comprehension strategies, and teachers are schooled in how to organize their classes to provide the reading strategy instruction suggested in CORI (Guthrie, Wigfield, & Perencevich, 2004, p. 74). With CORI, teachers learn how to provide a context for inquiry and immerse students in rich learning content to create a learning environment that fosters comprehension (Guthrie, Wigfield, & Perencevich, 2004, p. 74). Guthrie, Wigfield, and Perencevich (2004) point out that "With a strong conceptual context for learning 'big ideas,' children can readily grasp comprehension strategies," and as these strategies are used, children find themselves learning the content in their books (p. 74). Guthrie (1996) notes that motivations consist
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