四年级学生文学类文本阅读能力受到多方面因素的制约，一味罔顾学生兴趣，扩展学生阅读量的行为难以真正促进阅读能力的发展。本研究通过定量分析，旨在进一步探析四年级学生文学类文本阅读能力、阅读动机和阅读量的关系，检验阅读量在阅读动机影响阅读能力过程当中的中介效应。数据分析发现，第一，四年级学生文学类文本阅读能力整体较强，但不同维度的能力表现不均衡；四年级学生整体拥有较强的阅读动机，且阅读内部动机整体强于阅读外部动机；四年级学生整体拥有较好的阅读量表现，且故事类、虚构类书籍的阅读高于漫画类书籍的阅读。第二，四年级学生在阅读能力、阅读动机和阅读量方面均存在显著的群体差异。第三，阅读动机能够显著预测四年级学生文学类文本阅读能力，且内部动机的正向预测作用强于外部动机；阅读量能够显著预测四年级学生文学类文本阅读的能力，且虚构类、故事类书籍能够正向预测阅读能力，漫画类书籍则起到负向预测的作用；阅读动机还能够显著预测阅读量，内部动机的正向预测作用强于外部动机。第四，通过中介检验发现，四年级学生阅读量能够在阅读动机影响文学类文本阅读能力路径中发挥中介效应。基于四年级学生群体差异特征与阅读量的中介效应模型，本研究对四年级学生阅读教学展开具体讨论并提出相关改进建议。

The reading ability of fourth grade students is restricted by many factors. Without interests, it is difficult to promote the students' reading ability by expanding their reading amount. Through quantitative analysis, this study aims to further analyze the relationship between literature text reading ability, reading motivation and reading amount, and test the intermediary effect of reading amount in reading motivation affecting reading ability. Data analysis shows that first, fourth grade students have strong literature reading ability, but different dimensions; fourth grade students have strong reading motivation, but the internal motivation is higher than external motivation; fourth grade students have good reading amount , and reading stories and fiction books are higher than comic books. Second, there were significant group differences in reading ability, reading motivation and reading amount. Third, reading motivation can significantly predict the reading ability of fourth grade students, and the positive prediction effect of internal motivation is better than the ability of external motivation. Fiction and stories can positively predict reading ability, while comic books play a negative role. Reading motivation can also significantly predict reading volume, and the positive prediction effect of internal motivation is stronger than external motivation. Forth, it is found that the reading amount of the fourth grade students can play an intermediary effect in the path of reading motivation affecting the reading ability of literary texts. Based on the intermediary effect model ang the difference characteristics of fourth grade students, this study discusses and suggestions on the reading teaching of fourth grade students.