While the conceptual link between teachers' knowledge of reading-related concepts and student reading outcomes is widely acknowledged in the field, few studies have empirically examined this correlation regarding student reading comprehension. Thus, the present study investigated the association between upper elementary teachers' (N = 103) knowledge of reading comprehension, classroom instruction, and students (N = 1871) reading comprehension scores. Using a series of Hierarchical Linear Models to control for the nested nature of the data, findings revealed a significant interaction between teacher knowledge and classroom instruction. Specifically, students provided with good to excellent instruction by teachers with high knowledge (i.e., 1 standard deviation [SD] above the mean) tended to score statistically significantly higher on measures of reading comprehension than students provided the same quality of instruction by teachers with low knowledge levels (1 SD below the mean), controlling for students' grade level and the percentage of schoolwide students participating in the free and reduced-price school lunch program. These observed statistically significant associations were small to moderate in magnitude. These findings help validate theoretical accounts alluding to the critical role teachers' knowledge plays in moderating student reading outcomes.

中文翻译：

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小学高年级教师的阅读理解知识、课堂实践和学生的阅读理解表现

虽然教师对阅读相关概念的了解与学生阅读成绩之间的概念联系在该领域得到广泛认可，但很少有研究实证检验学生阅读理解的这种相关性。因此，本研究调查了小学高年级教师（N  = 103）的阅读理解知识、课堂教学和学生（N =1871）阅读理解分数。使用一系列分层线性模型来控制数据的嵌套性质，研究结果揭示了教师知识与课堂教学之间的显着相互作用。具体而言，由知识渊博的教师（即高于平均值 1 个标准差 [SD]）提供良好到优秀的教学的学生在阅读理解测量方面的得分在统计学上显着高于由知识水平较低的教师提供相同质量教学的学生。知识水平（低于平均值 1 个标准差），控制学生的年级水平和全校学生参与免费和减价学校午餐计划的百分比。这些观察到的统计上显着的关联程度为小到中等。这些发现有助于验证理论说明，这些理论说明教师的知识在调节学生阅读成绩方面发挥着关键作用。