This study explores the main influencing factors of college teachers’ ability to teach English reading comprehension through quantitative analysis. In this paper, we designed the scale of “Questionnaire on Teaching Ability of College Teachers’ English Reading Comprehension” and selected the group of M college teachers as the target of the survey. And on the basis of the collected data, using SPSS software, T-test, correlation analysis and multiple linear regression were carried out. The results showed that there was a significant difference (P<0.05) between the teaching effectiveness of teachers in English reading comprehension skills when their education level was below 30 years old or college and below, and that of teachers aged 31 to 40 years old or other highly educated teachers. There is a statistically level difference (P<0.05) between different categories of teachers in both logical reasoning and information processing skills. Teachers' teaching ability passed the significance level test (P < 0.05) with all four independent variables. Their effects on teaching ability are, in descending order: language comprehension ability, information processing ability, logical reasoning ability and cultural comprehension ability, with corresponding regression coefficients of 0.3076, 0.2867, 0.2484 and 0.1225, respectively. It is possible to enhance the college English reading comprehension teaching.