臺灣教師閱讀教學對學生閱讀成就的影響：多層次結構方程模型分析

The Influence of Taiwanese Teachers’ Reading Teaching on Students’ Reading Achievement: Multilevel Structural Equation Modeling

本研究的目的在探究臺灣教師的閱讀教學是否可影響學生的閱讀成就。使用臺灣國際閱讀素養調查PIRLS 2016調查資料，並透過多層次結構方程模型進行分析。控制家庭學習資源在班級層次和學生層次對學生閱讀的影響力後，教師的閱讀教學依舊正向影響學生的閱讀成就，且教師閱讀教學可跨層次正向調節家庭學習資源對學生閱讀成就的影響。當教師提高一個單位「使用長篇小說」進行閱讀教學，學生的閱讀成就便增加6.156分，當教師提高一個單位「就閱讀的材料與之前讀過的材料做比較」的閱讀教學策略，將正向調節家庭教育資源對學生閱讀成就的影響，學生的閱讀成就可增加3.387分。本研究發現，臺灣教師的閱讀教學對學生閱讀成就具有正向的影響力。

This research aims to explore whether the reading teaching of teachers in Taiwan is effective. Using the PIRLS 2016 Taiwan International Reading Literacy Survey, and analyzed through multilevel structural equation modeling. After controlling the influence of home learning resources on students’ reading achievement at the class level and student level, teachers’ reading teaching still positively affects students’ reading achievement, and teachers’ reading teaching can positively moderate the effect of home learning resources on students’ reading achievement across level. When the teacher improve a unit of “using novels” for reading teaching, the students’ reading achievement increased by 6.156 points. When the teacher improve a unit reading teaching strategy of “compare reading materials with previously read materials”, it will positively moderate the impact of home learning resources on students’ reading achievement, and students’ reading achievement can increase by 3.387 points. This study found that Taiwanese teachers’ reading teaching had a positive impact on students’ reading achievement.