Abstract

Reading strategy instruction is positively related to students’ reading literacy. However, little is known about how reading instruction that emphasizes different types of reading strategies affects reading literacy. This study examined how Singapore primary school teachers’ reading strategy instruction affected Grade Four students’ reading literacy, and how reading strategy instruction was affected by teacher collaboration and other teacher characteristics. To control for possible effects of student characteristics on their reading literacy, we also included at the student level the students’ gender and their socioeconomic status as represented by their parents’ educational level. We used a multilevel structural equation modeling approach to analyze the Progress in International Reading Literacy Study 2016 (PIRLS 2016) data provided by 6,327 Singapore students nested within 356 teachers. At the teacher level, (1) teachers’ instruction on reading strategies can be categorized into micro-level reading strategy instruction and macro-level reading strategy instruction; (2) only instruction on the macro-level of comprehension significantly affected students’ reading literacy; and (3) teachers’ reading strategy instruction was positively impacted by their collaboration with other teachers. At the student level, reading literacy was positively affected by the parents’ educational level, the language the students used before starting school, and the students’ gender (in favor of girls). The findings suggest that the relationship between reading strategy instruction and reading literacy is complex. To develop learners’ reading literacy, teachers should emphasize both micro-level reading strategies and macro-level reading strategies in their reading instruction.

摘要

阅读策略教学与学生阅读素养正相关。然而，关于强调不同类型阅读策略的阅读教学如何影响阅读素养，我们知之甚少。本研究探讨了新加坡小学教师的阅读策略教学如何影响四年级学生的阅读素养，以及阅读策略教学如何受到教师协作和其他教师特征的影响。为了控制学生特征对其阅读素养的可能影响，我们还在学生层面纳入了学生的性别和由父母教育水平所代表的社会经济地位。我们使用多层次结构方程建模方法来分析 2016 年国际阅读素养研究进展（PIRLS 2016）数据，由 6、327 名新加坡学生嵌套在 356 名教师中。在教师层面，（1）教师阅读策略教学分为微观阅读策略教学和宏观阅读策略教学；(2) 仅宏观理解层面的教学对学生的阅读素养有显着影响；(3) 教师的阅读策略教学受到与其他教师合作的积极影响。在学生层面，阅读素养受到父母教育水平、学生入学前使用的语言和学生性别（有利于女孩）的积极影响。研究结果表明，阅读策略教学和阅读素养之间的关系是复杂的。培养学习者的阅读素养，