閱讀素養已成為當代教育與國際評量高度重視之核心能力，國小四年級亦為學生閱讀能力發展之重要階段。近年研究指出，學生閱讀興趣、教師閱讀教學行為及家庭背景等因素，皆可能影響學生閱讀素養表現。然而，教師閱讀教學行為在學生閱讀興趣與閱讀素養關係中的作用，仍有待進一步探討。因此，本研究以PIRLS 2021臺灣資料為基礎，探討國小四年級學生閱讀興趣與閱讀素養之關係，並檢驗教師閱讀教學行為之影響及其調節效果。本研究採次級資料分析，以PIRLS 2021臺灣學生、教師、家庭與學校資料為研究對象，共納入5,516名國小四年級學生。研究方法包括描述統計、皮爾森積差相關及階層迴歸分析，並透過IEA IDB Analyzer配合複雜抽樣設計進行資料分析。研究結果如下：
一、我國國小四年級學生整體閱讀素養表現接近高級水準，多數學生具備中等以上閱讀能力。
二、不同性別與家庭社經地位學生在閱讀興趣及閱讀素養上皆具有顯著差異，惟不同閱讀教學資源短缺程度之學生，其閱讀興趣與閱讀素養之差異均未達顯著。
三、學生閱讀興趣對閱讀素養具有穩定且顯著之預測效果。
四、教師閱讀教學行為雖與閱讀素養呈正向關聯，惟其獨立預測效果未達顯著。
五、教師閱讀教學行為未對學生閱讀興趣與閱讀素養之關係產生顯著調節效果。
最後，依據前述研究結果，提供教學實務、教育行政及未來研究之相關參考。

Reading literacy has become a core competency emphasized in contemporary education and international large-scale assessments. This study investigated the relationship between fourth-grade students’ reading interest and reading literacy, and further examined the effects and moderating role of teachers’ reading instructional behaviors using Taiwan PIRLS 2021 data. A total of 5,516 fourth-grade students were included in the analysis. Descriptive statistics, Pearson’s correlation, and hierarchical regression analysis were conducted using the IEA IDB Analyzer to account for the complex sampling design of PIRLS data.
The results indicated that Taiwanese fourth-grade students demonstrated reading literacy performance close to the High International Benchmark. Significant differences in reading interest and reading literacy were found across gender and family socioeconomic status groups; however, reading instructional resource shortages were not significantly associated with students' reading interest or reading literacy. Students’ reading interest showed a stable and significant positive predictive effect on reading literacy. Although teachers' reading instructional behaviors showed a positive association with reading literacy, their independent predictive effect was not statistically significant after controlling for background variables and reading interest. Furthermore, teachers’ reading instructional behaviors did not significantly moderate the relationship between students’ reading interest and reading literacy.

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