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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PIRLS2016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

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

家庭社經地位與學習成就之間存在許多中介因素，然而現有研究多以單一中介因素來探討，在資料分析也沒有考量資料常態性，此種結論受質疑。本研究以2016年臺灣參與PIRLS資料庫國小四年級生3,909名樣本，建立學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受等多重併列的中介模式，透過拔靴法檢定國小四年級學生的家庭社經地位與閱讀學習成就之間的多重中介效果，研究顯示：（一）家庭社經地位影響學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受。（二）家庭社經地位、學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受影響閱讀學習成就。（三）家庭社經地位分別透過學習資源、數位設備、閱讀自信、家長喜歡閱讀、幸福感受，個別影響閱讀學習成就，各個中介變項都具有部分中介效果。這些中介變項的間接效果重要性依序為學習資源、閱讀自信、數位設備、家長喜歡閱讀及幸福感受。家庭學習資源對閱讀學習成就的中介效果明顯高於其他四個中介變項的效果，以及閱讀自信對閱讀學習成就的中介效果明顯高於數位設備、家長喜歡閱讀及幸福感受對閱讀學習成就的間接效果。針對結論深入討論，提出具體建議。

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。

Based on the 71 national data construction models participating in the Programme for International Student Assessment, this study examined the correlation among students' reading learning achievement of 25, 50, 75, 95, family learning resources, parental support, teacher support, self-efficacy, cooperative learning and reading learning achievement. The conclusions were obtained: 1. Reading learning achievement was a percentage of 25, 50, 75, 95 students of the family learning resources, reading learning achievement was higher. 2. Reading learning achievement for the percentage grade 25 students' parents support the higher, the better the learning achievement, but the higher the parents' support of 95 students, the lower the learning achievement. 3. The higher the teacher support of 75 students with reading learning achievement, the better the learning achievement, but the teacher support of 25, 50 and 95 students was not related to learning achievement. 4. The higher the self-efficacy of 50 students with read

This study used 2018 PISA data to explore the economic, social and cultural status (ESCS) of immigrant and native children’s families, factors of student characteristics and reading learning achievement, and analyzed the differences between the two groups of children’s reading learning achievement and related factors, and to research the international relative status of the academic performance of two groups of children in Taiwan. The following conclusions were obtained: 1. There were significant differences between native students and immigrant children in reading learning achievement, family ESCS, university expectations, reading literacy, reading difficulties, task motivation, and task goals respectively, and native students’ reading learning achievement was significantly higher than that of immigrant children. 25.87 points, and the reading difficulties of immigrant children were significantly higher than that of native students. 2 The higher the ESCS of native students, the better the students’ reading le

There are mediated factors between family socioeconomic status and learning achievement, but the existing researches mostly used a single mediated model to analyze, and seldom used multiple mediated models to explore. Since the 2000 Programme for International Student Assessment expanded the measurement connotation of family socioeconomic status, it was different from the existing measurement. This study used 5,540 students from Taiwan who participated in the PISA in 2018 to construct a multiple mediated model. Through the bootstrapping method, the mediated effect of family socioeconomic status and learning achievement was tested, and the conclusions were obtained: 1. The family socioeconomic status was correlation among educational expectations, cooperative learning, self-efficacy and like to read. 2. Family socioeconomic status, educational expectations, cooperative learning, self-efficacy, and like to read affected reading learning achievement. 3. The socioeconomic status of the family affected reading lea

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.

阅读在学生成长中有重要作用.阅读疗法的出现很好地解释了阅读的作用机理,阅读的作用主要体现在促进学生人格完善和提高成就动机两方面.如何运用阅读疗法促进学生的成长是文章探讨的问题.

閱讀習慣與學習表現有密切關係，尤其國中生閱讀習慣變化對學習成就影響值得探討。本研究以基隆市國中生學習狀況資料庫，探討3,316名學生在五學期閱讀習慣變化軌跡，並瞭解閱讀習慣變化對非主要學習領域成就（包括社會、藝術與人文、健康與體育、綜合活動領域之學習成績）的影響。在透過潛在成長模式分析的研究顯示：國中生在五學期閱讀習慣變化軌跡呈不規則下滑現象，七年級下學期與八年級上學期的閱讀習慣平穩，八年級下學期與九年級上學期下滑，九年級下學期閱讀習慣略微提升，七年級下與八年級上學期閱讀習慣明顯高於九年級上下學期。七年級下學期閱讀習慣以及五學期閱讀習慣變化對於九年級非主要學習領域成就正向影響。國中生閱讀習慣為不規則下滑，然而國中生在五學期閱讀習慣變化對非主要學習領域成就有提升效果。這代表教師及家長應教導子女培養與建立閱讀習慣的重要