Intrinsic reading motivation plays a pivotal role in increasing reading frequency, strengthening engagement in learning, and growth in reading skills. Identifying specific teacher behaviors that foster intrinsic reading motivation and exploring the relationship between reading motivation and reading development can inform efforts to improve reading outcomes in the United States. The reading skills of third through fifth grade students (N = 219) were evaluated in the Fall and Spring of one school year. Students also completed self-report measures regarding their perceptions of teachers' autonomy-supportive, structured, and involved behaviors and their own intrinsic reading motivation. Autonomy-supportive, structured, and involved teacher behaviors were predictive of intrinsic reading motivation. However, neither these teacher behaviors nor intrinsic reading motivation were predictive of reading development over the school year. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]