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
Author(s):
Ming-Chi Tseng (Department of Education, National University of Tainan)
Abstract:
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.
Keywords:
multilevel structural equation modeling、Taiwan teachers、reading achievement、reading teaching
