本文主要報告香港學生在PISA2009閱讀評估的結果，分析近年香港學生在閱讀素養方面有何明顯的進步和不足之處，並從課程改革的角度探討影響學生閱讀素養的因素。PISA2009的結果顯示，香港學生在閱讀的整體表現比最初兩屆PISA計劃有明顯的進步，其中以綜合和理解歷程的進步最為顯著，香港學生在PISA2009的閱讀時間和動機也有明顯的提升。不過，香港學生在閱讀非連續文本的表現遜於連續文本，學生的策略運用和後設認知能力也未如理想。由於課程改革的推行，近年香港語文科的閱讀教學出現了很多新的變革，香港學生在最近兩屆PISA的閱讀素養有明顯的改進，反映出新課程所建議的閱讀教學和測驗模式較舊課程更為切合PISA的理念以及現今社會對閱讀能力的最新要求。如要進一步提升香港學生的閱讀素養，本文建議教師需加強在非連續文本和閱讀策略的教學，以及更多激勵和支持學生在語文課堂的參與。

This paper shows the results of Hong Kong students in PISA2009 reading assessment. It analyzes the improvements and weaknesses of their reading literacy, and discusses how the curriculum reform in Hong Kong has affected students' development of reading literacy. The findings of PISA2009 indicate that Hong Kong students improved their overall reading performance when compared with the first two PISA cycles. Among the three reading processes, Hong Kong students scored significantly higher in integration and interpretation in PISA2009 than in PISA+. Their reading time and reading enjoyment also increased in PISA2009. However, Hong Kong students' performance in reading non-continuous texts was relatively weaker than in reading continuous texts. Moreover, students' strategy use and metacognition were also unsatisfactory. In recent years, the reading instruction in Chinese language classes has undergone rapid changes due to the curriculum reform. Hong Kong students' better performance in PISA2009 supports that the reading instructional and testing approach adopted in the new Chinese language curriculum is more consistent with the concept of PISA assessment and the literacy requirement of the modern society than the old curriculum. To further develop Hong Kong student's reading literacy, the paper argues that more effort should be put in the teaching of non-continuous texts and reading strategies, and in encouraging and supporting students' participation in Chinese language classes.