Abstract
This study aimed to examine and compare the structural relationships of teaching strategies and students’ learning strategies that affected the reading literacy performance of PISA 2009 between Australia and Korea, which stood in the highest reading literacy score group. A structural equation model was employed as the methodology for the study. The data was obtained from the PISA 2009 database. The sample was selected randomly, and a total of 400 cases from each country were used for the analysis. 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 fit in the level of χ2=703.523(df=173, ρ=.000). 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.
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