中文使用者都曾經體驗長時間注視一個字之後，漸漸懷疑字組成的現象，此種主觀感受，根據先前的研究稱為「文字解體」。這與西方文獻所報導的英文語意饜足現象不同，文字解體主要是字形的解體現象，而英文語意饜足則為語意喪失。在藍尹襄(2007)的研究中檢驗文字解體的成因與特性，運用詞彙判斷作業能夠比吳淑杰(1994)使用主觀報告的方式得到更客觀的證據。故本研究試圖探討中文程度不同是否與文字解體現象產生有關聯，將再次使用詞彙判斷作業檢驗一般學生與閱讀障礙學生產生文字解體現象的狀況。
本研究藉由實驗一重複檢驗吳淑杰的實驗發現：在長期注視之後受試者會懷疑字形的組成。因此，參考藍尹襄的字彙判斷作業設計實驗二之一，受試者為一般學生（普通班國中生）。在實驗中將實驗材料分為獨體字或合體字為首字的雙字刺激，並且設計首字重複與不重複的真假詞，讓受試者判斷雙字刺激為真詞或假詞，實驗結果發現：一般學生呈現文字解體現象並且左右合體字較獨體字容易解體。實驗二之二是改變實驗二之一的呈現方式，由一次出現一個雙字刺激改為一次同時出現28個，再逐一判斷真假詞，實驗結果顯示：改變呈現方式一般學生無法呈現文字解體現象。實驗三與實驗二之一相同，受試者是閱讀障礙學生（資源班國中生），實驗結果沒有呈現文字解體現象，表示不同閱讀能力與文字解體是否產生兩者之間是有關係的，閱讀障礙學生不容易呈現解體現象。
總括而言，本研究運用詞彙判斷作業方式檢驗不同閱讀能力與文字解體的關係以及字形結構是否會影響解體程度。綜合三個實驗的結論為，文字解體現象是一般學生較閱讀障礙學生容易產生解體，且一般學生對於左右合體字較獨體字容易解體。

After looking at a single Chinese character for a certain period of time, most users of this language experience the orthographic decomposition of this character. And yet such a phenomenon is different from the semantic satiation of an English word, which refers to a temporary loss of meaning. Lan (2007) has inspected the causes of Chinese orthographic decomposition by using a lexical decision task (LDT) and obtained more objective evidences than the self-reported study conducted by Wu (1994). From this perspective, this paper attempts to investigate whether different reading abilities result in the Chinese orthographic decomposition and adopt the LDT model to examine the phenomenon found in normal students (Experiment 2-1, Experiment 2-2) and in those with reading difficulties (Experiment 3).
Experiment 1 attests to Wu’s self-reported study and confirms his outcome that, after long-term observation, the examinees become skeptical about the combination of a Chinese character. In Experiment 2-1, we set up normal students as the examinees and explore the orthographic decomposition of a Chinese character by using the LDT, discovering that it is easier for the decomposition to occur in combinatorial characters than in singleton. Experiment 2-2, however, changes the way of presenting characters from one at a time to twenty-eight. The outcome reveals that such a change makes no decomposition. Experiment 3 follows Experiment 2-1, except for the examinees being replaced by students with reading difficulties. The outcome also shows no decomposition.
In summary, different reading abilities give rise to different levels of the Chinese orthographic decomposition. And this phenomenon could be more easily located in normal students than in those with reading difficulties when the stimulus is given as combinatorial characters.

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