Structural Relationships of Teaching Strategies, Learning Strategies and Reading Literacy Scores

The purpose of this study was to examine the structural relationships of teaching strategies and students’ learning strategies that affected the reading literacy performance. A structural equation model was employed as the methodology. The conclusions were as follows. First, the exogenous variables of teaching strategies influenced the reading literacy performance through the mediating variable, and the goodness-of-fit indices had a reasonable. Second, no significance was shown on any paths for the Korean model. On the contrary, for the Australian model those teaching strategies indirectly influenced the reading literacy performance through the mediating variable of memorizing.