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基於臺灣學生在PIRLS 2006和PISA 2006的閱讀表現以及當時學校語文教學和閱讀教育狀況，教育部（2008）推出「悅讀101－國民中小學提升閱讀計畫」，計畫期程為2008-2017年，主要工作項目有增加學校圖書量、設置圖書教師、推動閱讀策略教學等。本文將以推動閱讀策略教學為主，透過歷屆PIRLS 資料與觀課，檢視10年間以經費補助研發、教師培訓等方式，學校落實閱讀理解教學的狀況。在閱讀策略教學推展上，經由教學實驗成果出版《閱讀理解策略教學手冊》加上專家學者提出「閱讀理解策略成分雙向表」，兩者作為師資培育教材編寫依據，並建立「課文本位閱讀理解教學模式」，設計教案供教師參考。在教師專業成長方面，除在臺灣設立四區閱讀教學研發中心，各自擔起責任縣市師培工作，亦辦理線上初階研習課程，使更多教師認識閱讀理解策略及其教學。推動閱讀策略教學的成果，包括國語科教學時間和跨科閱讀指導時間比例增加、教師每天教導閱讀策略比例增加。然學生在學校獨立閱讀時間並未增加，閱讀範疇的寬廣度則增加不多。透過觀課，研究者發現使用閱讀策略教學的教師，有人用之於無形，有人按部就班，亦不乏有教師只教策略步驟，甚至要求學生有標準答案，忽略使用閱讀策略的目的是為加深文本的理解。這顯示有部分教師對於閱讀理解以及透過閱讀學習和獨立閱讀的信念有再澄清的必要。這也是下一階段推動閱讀策略教學須注意的地方

本研究以2016年臺灣參與促進國際閱讀素養研究（Progress in International Reading Literacy Study）的3,909名國小四年級學生資料，探討學生家庭社經地位、學習資源、數位設備、閱讀自信、幸福感受、家長喜歡閱讀和閱讀學習成就之關聯性，獲得結論如下：影響國小學生閱讀學習成就的重要變項依序是閱讀自信、學習資源、家庭社經地位、數位設備、家長喜歡閱讀、幸福感受。本研究特色在於發現，國小四年級學生閱讀自信對閱讀學習成就的解釋變異量最大，且家庭學習資源仍不可忽略，而數位設備和家長喜歡閱讀也是提高學生閱讀學習成就的關鍵因素。在數位化時代，家庭學習資源以及家長喜歡閱讀，可以提升子女閱讀學習成就。針對結論深入討論，提出具體建議。

The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students' Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students' reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students' reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students' reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students' RA and their reading achievement. Based on the resear

本研究以臺灣2021年參與促進國際閱讀素養研究的184所國小四年級5,555名學生資料，採用多層次中介模式分析影響閱讀學習成就的學生因素、學校因素及其中介效果，獲得以下結論：一、掌握校際與校內差異是提升學生閱讀學習成就的關鍵；二、家庭資源、閱讀自信與閱讀投入對閱讀學習成就具正向影響；三、重視學業對閱讀學習成就具正向影響；四、家庭資源與家長閱讀透過閱讀自信對閱讀學習成就產生正向影響，凸顯家庭閱讀環境在增強學生自信心與促進學業表現方面的關鍵作用；五、重視學業透過閱讀自信對閱讀學習成就之正向影響，表示學校應培養學生對學業的正向期許，並採取具體策略增強學生的閱讀自信，以增進閱讀學習成就。基於此，本研究對教育主管機關、學校行政單位、教師、家長及未來研究提出相應建議。 This study utilized data from 5,555 fourth-grade students across 184 elementary schools in Taiwan who participated in the 2021 Progress in International Reading Literacy Study (PIRLS). A multilevel mediation model was employed to analyze the effects of student-level and school-level factors, as well as their mediating effects, on reading achievement. The findings are as follows: (1) Understanding inter-school and intra-school differences is crucial for enhancing students’ reading achievement; (2) Family resources, reading self-efficacy, and reading engagement have significant positive effects on students’ reading achievement; (3) Academic emphasis shows a significant positive association with reading achievement, underscoring the role of school-level academic culture in shaping student outcomes; (4) Family resources and parental reading exert an indirect positive effect on reading achievement through reading self-efficacy, underscoring the critical role of the home reading environment in fostering students’ confidence and academic success; (5) Academic emphasis positively influences reading achievement via enhanced reading self-efficacy, suggesting that schools should cultivate students’ positive academic expectations and implement targeted strategies to strengthen their reading confidence and improve learning outcomes. Based on these findings, the study provides recommendations for education authorities, school administrators, teachers, parents, and future research.

基於臺灣學生在PIRLS 2006和PISA 2006的閱讀表現以及當時學校語文教學和閱讀教育狀況，教育部（2008）推出「悅讀101－國民中小學提升閱讀計畫」，計畫期程為2008-2017年，主要工作項目有增加學校圖書量、設置圖書教師、推動閱讀策略教學等。本文將以推動閱讀策略教學為主，透過歷屆PIRLS資料與觀課，檢視10年間以經費補助研發、教師培訓等方式，學校落實閱讀理解教學的狀況。在閱讀策略教學推展上，經由教學實驗成果出版《閱讀理解策略教學手冊》加上專家學者提出「閱讀理解策略成分雙向表」，兩者作為師資培育教材編寫依據，並建立「課文本位閱讀理解教學模式」，設計教案供教師參考。在教師專業成長方面，除在臺灣設立四區閱讀教學研發中心，各自擔起責任縣市師培工作，亦辦理線上初階研習課程，使更多教師認識閱讀理解策略及其教學。推動閱讀策略教學的成果，包括國語科教學時間和跨科閱讀指導時間比例增加、教師每天教導閱讀策略比例增加。然學生在學校獨立閱讀時間並未增加，閱讀範疇的寬廣度則增加不多。透過觀課，研究者發現使用閱讀策略教學的教師，有人用之於無形，有人按部就班，亦不乏有教師只教策略步驟，甚至要求學生有標準答案，忽略使用閱讀策略的目的是為加深文本的理解。這顯示有部分教師對於閱讀理解以及透過閱讀學習和獨立閱讀的信念有再澄清的必要。這也是下一階段推動閱讀策略教學須注意的地方。 After the 2006 report of the Progress in International Reading Literacy Study was published in Taiwan, the Ministry of Education released a Reading 101 policy to encourage reading instruction in elementary schools. Few Chinese language arts teachers were familiar with reading strategies before 2006. To promote the teaching of reading and comprehension strategies in elementary classes, a textbook-based approach was initiated for reading instruction. A framework and guidelines were first developed for teaching reading and comprehension strategies in elementary schools. Example lesson plans were then compiled, and an in-service training program was provided or teachers. After implementing the Reading 101 policy for 10 years, teachers’ ratings of their daily adoption of reading strategies in their classes increased. Yet, while conducting classroom observations, discussions with the teachers, and feedback analysis for the teachers, the teachers were categorized into the following three groups based on their mastery level of providing instructions on reading comprehension strategies: 1. The teacher demonstrates understanding of the strategy principle and uses appropriate teaching methods to convey the principle to students. 2. The teacher did not demonstrate a full understanding of the strategy principle but often mentioned the terminologies, which were not comprehensible to their students. 3. The teacher demonstrated their understanding of the strategy principle and used very complicated methods to teach their students. Thus, the students were confused about several topics. Some teachers had practical skills but did not understand why reading strategies should be incorporated in their teaching methodology. A follow-up design of professional development should be used to encourage teachers to conduct more discussions pertaining to the process and meaning of reading and practice a teaching methodology that involves reading instruction. Professional group interaction on the significance of reading can shape their teaching practice in the class.

本研究旨在探究教師閱讀教學行為（閱讀教學活動和閱讀策略教學頻率）與學生閱讀態度、閱讀能力自我評價對於學生閱讀成就的影響。研究資料為臺灣地區「促進國際閱讀素養研究」（PIRLS 2006），研究者挑選128 名教師和相配對的3,472位學生，以多層次線性模式進行分析。結果顯示，個體層次的學童家庭教育資源、閱讀態度、閱讀能力自我評價對於閱讀成就皆具有顯著的正向影響。其次，總體層次的教師閱讀教學活動頻率和閱讀策略教學頻率對於學童閱讀成就則沒有顯著的脈絡效果。第三，跨層次交互作用可能具有特定性，教師閱讀活動教學頻率可能對於學生閱讀態度產生強化作用。最後，本文提出對於閱讀教育的省思和資料庫分析研究的建議。 The purposes of this study is to probe the impacts of the frequencies of Reading Instruction Activities (RIA) and Reading Strategies Teaching (RST) implemented by teachers, as well as students’ Home Education Resources (HER), Reading Attitude (RA), and Self-Assessment (SA) regarding their reading proficiency to students’ reading achievement. A two-level database of 128 teachers (macro-level) and matched 3,472 fourth-graders (micro-level) was selected from the Taiwan PIRLS 2006 Database. Multilevel linear modeling (MLM) was then applied to analyze the data. The results indicated that in micro-level, HER, RA, and SA can significantly explain students’ reading achievement in a positive way. In the macro-level, neither RIA nor RST showed a significant contextual effect on students’ reading achievement. Additionally, the specific interaction among the cross-level analysis was likely to involve the frequencies of RIA, enhancing the relationship between students’ RA and their reading achievement. Based on the research findings, the researcher also addresses issues pertaining to the limitations of the study and suggestions for future research.