This study investigates the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) learning model in enhancing students’ learning motivation and reading comprehension among upper-grade students at SD Negeri 14 Batarang, Indonesia. The research employed a quantitative quasi-experimental design with two groups: an experimental class taught using the CIRC model and a control class taught using conventional methods. Data were collected through tests, observation, and documentation, and analysed using descriptive statistics, paired-sample t-tests, and independent-sample t-tests. The findings revealed that the CIRC model significantly improved students’ motivation and reading comprehension skills compared to conventional instruction. The average motivation score in the experimental group increased from 68.47 to 89.73, while reading comprehension scores rose from 67.53 to 92.00. Statistical tests confirmed significant differences (p < 0.05) between the experimental and control groups. The study concludes that the CIRC model is an effective pedagogical strategy for fostering both cognitive and affective learning outcomes in primary education.