LITERARY PERCEPTION, READING MOTIVATION, AND APPRECIATION SKILLS OF AMERICAN HIGH SCHOOL STUDENTS

Literature is fundamental to the English Language Arts curriculum as it enhances students’ reading ability, linguistic skills, critical thinking, creativity, and cultural awareness. This study investigates the literary perceptions, reading motivation, and appreciation skills of high school students at Maricopa High School, Arizona. Utilizing a descriptive quantitative design, 633 students responded to validated questionnaires measuring literary perception, motivation, and appreciation. Findings reveal that students generally view literature as valuable for developing empathy, language skills, and critical thinking. A positive perception of literature correlates with deeper motivation and stronger appreciation skills. The study proposes evidence-based instructional strategies to improve reading achievement and promote national educational equity as it supports efforts that align with the U.S. interest in fostering a literate, critically thinking, and globally competent citizenry.