特定型語言障礙是指在各方面發展正常，但語言卻出現遲緩或異常，此語言發展的遲緩或異常並非源自於智能不足、感官缺損、神經損傷或是情緒/行為的問題。近年來研究結果顯示，特定型語言障礙兒童除了語言遲緩或異常外還常合併發生發展性協調障礙，特定型語言障礙兒童與發展性協調障礙兒童進入小學也有比一般發展兒童較高的機率出現閱讀障礙的問題。然而，上述的資料多來自西方的研究成果，我們缺乏以台灣小孩為研究對象的資料。發展本身除了受個體生物性特質影響外，也受到文化環境的影響。因此本計畫的研究目的有四：(1) 探討5-6歲特定型語言障礙兒童的動作表現；(2) 探討特定型語言障礙共伴發展性協調障礙兒童的比例；(3) 學前特定型語言障礙、發展性協調障礙與語言與動作共伴障礙的兒童到了國小時的閱讀表現；(4) 上述三組兒童與一般發展兒童 (對照組)到了國小時出現閱讀障礙的比例。本研究針對台中市、台南市幼稚園5-6歲兒童先進行語言障礙評估，再利用兒童動作測驗 (Movement Assessment Battery for Children，簡稱動作ABC)評量他們的動作協調能力後，兒童區分為特定型語言障礙、發展性協調障礙、語言與動作共伴障礙與一般發展四大組，持續追蹤至國小一年級，再施以國民小學國語文能力測驗和基本讀寫字綜合測驗，評估兒童的閱讀能力。研究結果顯示，特定型語言障礙兒童在動作ABC的手部靈敏度與平衡能力之分測驗表現與整體動作表現較非特定型語言障礙兒童差，特定型語言障礙兒童出現發展性協調障礙的比例明顯高於非特定型語言障礙的兒童，發生機率分別是23.2%與11.3% 。特定型語言障礙兒童在國民小學國語文能力測驗和基本讀寫字綜合測驗的表現皆比一般發展兒童差，發展性協調障礙兒童在兩種閱讀測驗的表現卻與一般發展兒童相似，但在基本讀寫字綜合測驗的書寫分測驗表現則比較差，另語言與動作共伴障礙的兒童在國民小學國語文能力測驗與基本讀寫字綜合測驗的寫字分測驗較一般發展兒童差，四組兒童 (特定型語言障礙、發展性協調障礙、語言與動作共伴障礙、一般發展)符合閱讀障礙定義的比例分別為48.6%、14.3%、50%與12.9%，所以5-6歲的特定型語言障礙兒童、語言與動作共伴障礙兒童到了7-8歲時約有一半的機率會成為閱讀障礙兒童；發展性協調障礙兒童則與一般發展兒童相似，約有13-14%的機率會出現閱讀障礙的問題，但發展性協調障礙兒童的書寫能力則較一般發展兒童差。兒童在幼稚園階段的語言與動作的能力可能有助於預測兒童在小學低年級的閱讀與書寫表現，早期篩檢兒童語言與動作的發展，有其重要性。

Specific language impairment (SLI) refers to a delay or deficit in language development and such delay or deficit can’t be explained by any mental, perceptual, emotional, behavioral, or obvious neurological impairment. Results of recent studies showed that children with SLI had high incidence of concurrent motor coordination disorder (DCD). Furthermore children with SLI or with DCD are all reported to have high incidence of reading difficulty when they get into school. However, such information is obtained from studies done in the western countries. Development is affected by biological as well as cultural and environmental factors. Different languages have different characteristics. Such information at Taiwan is unclear yet. The purposes of this study were: 1) to examine the motor performance of preschool children with SLI; 2) to examine the co-morbidity rate of language and motor impairment; 3) to examine and compare the reading performances among children with SLI, children with DCD, children with both SLI and DCD and typically developing (TD) children (as comparison) when they get into primary school; and 4) to examine and compare the incidence rate of dyslexia in above 4 groups of children. Participants were recruited from preschools at Taichung and Tainan cities. They were first physically examined and measured with IQ test, and a language test to be categorized into children with SLI and children with non-SLI. Then they were further measured with a motor test (Movement Assessment Battery for Children, Movement-ABC) and categorized into four groups: SLI, DCD, co-morbidity of SLI and DCD and TD based on the test results. Then they were followed up again when were at the primary schools. The Chinese Reading Achievement Test (CRAT) and the Basic Reading and Writing Test Battery (BRWTB) were used to measure the children’s reading and writing perforomance. The results showed that children with SLI have poorer performance in manual dexterity, balance and total score of M-ABC. Children with SLI have higher co-morbidity rate of motor impairment. The odds of having DCD was higher (by about two-fold) among the children with SLI than among TD children (23.2% vs. 11.3%). Children with SLI have poorer ability in the Chinese Reading Achievement Test and the Basic Reading and Writing Battery Test than TD children. However, children with DCD did not show significant difference in the two reading tests from TD children. However, children with DCD showed significant poorer writing ability than TD children. The incidence of dyslexia in children with SLI, children with DCD, children with both SLI and DCD and TD children is 48.6%, 14.3%, 50% and12.9% respectively. About half of the children with SLI and children with both SLI and DCD have dyslexia when they enter the primary school. Children with DCD have a comparable rate as the TD children to be dyslexia. However, they have worse writing ability than TD children. Early assessment of the language and motor development in children at the preschool may predict their reading and writing ability at the early year of primary school.

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