閱讀素養對學生之學習生活及未來發展至關重要，閱讀素養亦於國際研究與調查中備受重視，而小學四年級學生正值「學習如何閱讀」轉換至「藉由閱讀來學習」之轉捩點，其中，學生閱讀自信對學生之閱讀素養扮演了關鍵角色，然學生知覺的教師促進投入於前述學生閱讀自信與學生閱讀素養間之調節作用從未有定論。因此，本研究旨在瞭解小學四年級學生閱讀自信對學生閱讀素養之預測情形，並以學生知覺之教師促進投入為調節變項，分析學生知覺之教師促進投入與學生閱讀自信交互作用之下，對學生閱讀素養之解釋力。本研究以次級資料分析法，運用臺灣2021年PIRLS資料庫中，4,979位小學四年級學生之數據，檢驗背景變項、學生閱讀自信及學生知覺教師促進投入量表之信效度，採敘述統計、t檢定、變異數分析、相關分析與階層迴歸方法。本研究發現如下：
一、小學四年級學生有中度之閱讀自信，整體閱讀素養為高級。
二、不同性別、家庭社經地位之學生，於閱讀自信及教師促進投入上有顯著差異。
三、不同性別、家庭社經地位、學校所在地及閱讀教學資源之學生，於閱讀素養上有顯著差異。
四、控制背景因素後，閱讀自信能顯著解釋閱讀素養之變異。
五、教師促進投入於閱讀自信及閱讀素養之間有調節效果。
最後，本研究依據前述研究發現，提供閱讀教學實務、政策執行與未來研究之相關參考。

The development of reading literacy is essential for students, influencing their learning and daily lives. The transition from learning to read to reading to learn is a pivotal phase for fourth-grade students. While recent studies have explored the connections between student confidence and reading literacy, there is a lack of research on whether teachers’ support for engagement moderates the relationship between reading confidence and student reading literacy. This research examined whether reading confidence could predict reading literacy, and considered the possible moderating effects of teacher-provided engagement support. The research involved secondary data analysis using a dataset comprised of 4,979 fourth-grade students who participated in PIRLS 2021 in Taiwan. The scales' reliability and validity used in this study were examined. Descriptive statistics, t-test, ANOVA, correlational analysis, and hierarchical regression analysis showed that (1) On average, fourth-grade students in Taiwan have a medium level of reading confidence and a high level of reading literacy; (2) girls have higher reading confidence and perceived more support for engagement. Additionally, there is a statistically significant difference in reading confidence and support for engagement based on their home socioeconomic status; (3) gender, home socioeconomic status, and school urbanicity significantly predicted reading literacy; (4) student reading confidence significantly predicted reading literacy; (5) students' perceptions of teacher support for engagement significantly moderate the relationship between students' reading confidence and reading literacy. The study concludes with several implications for instructional practices, reading policies, and future research.

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