本研究旨在探討國內中年級讀寫障礙兒童合併語言障礙之比率、合併和未合併語言障礙之讀寫障礙兒童口語能力與閱讀能力的相關性以及其在口語理解與表達能力、語意及語法能力之差異。本研究以46名國小中年級讀寫障礙兒童為研究對象。配合研究目的以《國民小學閱讀理解診斷測驗》、《課程本位口語流暢度測驗》及《華語學齡兒童溝通及語言能力測驗》進行閱讀能力、口語理解與表達能力之測量，並以敘述統計、皮爾森積差相關、獨立樣本t檢定及相依樣本t檢定進行資料分析。
結果如下：（一）國小中年級讀寫障礙兒童合併語言障礙之比率為74%。（二）合併語言障礙之讀寫障礙兒童組別中，除了TCLA表達量表與RCDA全測驗之r(34) = .42，p < .05，達顯著相關外，其餘皆未達顯著相關；未合併語言障礙之讀寫障礙兒童組別中，TCLA全測驗、理解量表及表達量表之標準分數與RCDA全測驗、CBM-ORF間皆未達顯著相關。（三）合併語言障礙之讀寫障礙兒童TCLA全測驗(t(44) =12.44，p < .001)、理解量表(t(44) =3.75，p = .001) 、表達量表(t(14.74) =8.26，p < .001)得分顯著落後於未合併語言障礙之讀寫障礙兒童。（四）合併語言障礙之讀寫障礙兒童TCLA理解量表得分顯著優於TCLA表達量表得分(t(33) =2.31，p < .05)；未合併語言障礙之讀寫障礙兒童則無內在差異存在(t(11) = -1.03)。（五）在語意能力上，合併語言障礙之讀寫障礙兒童在TCLA的詞彙(t(44) =2.14，p < .05)及象徵性語言(t(44) =3.91，p < .001)能力顯著落後於未合併語言障礙之讀寫障礙兒童。（六）在語法能力上，合併語言障礙之讀寫障礙兒童在TCLA的語句結構(t(44) =5.30，p < .001)及關聯詞(t(44) =6.32，p < .001)能力顯著落後於未合併語言障礙之讀寫障礙兒童。
最後，本研究依據研究結果進行討論並進一步從語言學角度探討讀寫障礙兒童在語意及語法能力上之表現，並提供未來研究之建議，供研究者參考。

The first objective of the current study is to examine the overlap of dyslexia and language disabilities. Secondly, we explore the relationship between oral language skills and reading skills. Finally, we compare expressive and receptive language skills in children with dyslexia. Forty-six middle-grade elementary students with dyslexia in Taiwanese schools were invited to participate in the current study. To achieve the goals, expressive and receptive language skills, reading comprehension, and oral reading fluency skills were measured. The data were analyzed using descriptive statistics, Pearson's Correlation, and t-test, which provided the following results. First, approximately 74% of children with dyslexia is found to have language disabilities. Second, the correlation between expressive language skills and reading comprehension skills is significant for children with dyslexia and language disabilities (D-LI group) (r(34) = .42, p < .05). However, the correlation between oral language skills and reading skills is not statistically significant for children with dyslexia only (D-only group). Third, not only receptive language skills but also expressive language skills in D-LI group are significant lower than in D-only group. Fourth, receptive language skills are better than expressive language skills in the D-LI group, but there is no difference in the D-only group. Finally, the semantic and syntactic performances in the D-LI group are lower than in the D-only group.

壹、英文部分
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