The reading performance of fourth-grade students in Taiwan has shown a trend of improvement since PIRLS 2006 to PIRLS 2016. Theoretically, because of the teachers’ day-to-day reading instruction in classroom, teachers have inevitably taken a key role in affecting the reading performance of the students. So far, little is known on relationship between the reading instruction and student reading performance in Taiwan. Therefore, the current study focused on the impact of activities of teacher reading instruction in Taiwan on the reading outcomes of students. By analyzing the ten-year PIRLS data, the present study can not only understand which aspects of teachers’ factors play key role on students reading performance, but also serve as an important empirical evidence for formulating future reading education policies.

The linear mixed model was used to analyze the main effects of different teaching frequencies on students’ different reading performance. And the interaction between different teaching frequencies and the survey year. In three surveys, a total of 482 Taiwanese teachers completed the teacher questionnaire and 13,208 fourth-grade students in Taiwan completed the reading comprehension test. Each student has five reading grades, which are total score, story score, explanatory text score, direct understanding of grades, and interpretation of comprehension scores. There are five major questions in the questionnaires for teachers´ indoor reading teaching in three surveys, namely: (1) how often teachers use different types of grouping for reading instruction, (2) how frequently teacher asked their students to read various types of literary and informational texts, (3) how often frequently teacher teaching language skills, (4) how often frequently teacher asked their students to practice reading strategies in teachers’ reading instruction (5) how often frequently teacher asked their students to do various types of responses after students reading a text.It was found that teachers preferred the “small grouping type” than “whole-class” in PIRLS 2016 survey, but there were no effects of grouping type on students’ reading performance. However, when teacher more frequently asked students: to read longer fiction books with chapters, silent reading, and oral response on reading materials, the better performance of the reading scores of the students. It is worth noting that the frequency of reading skills or strategies teaching in teachers’ reading instruction does not affect students´ reading performance. Only in PIRLS 2016, when teachers more frequently asked students to make generalization and draw inferences, the better performance of the expository reading scores of the students. These findings are discussed in relation to reading education policy and the literature on instructional contexts.