為了解國中小學習障礙學生與普通學生在聽、說、讀、寫及算等能力之差距情形，本研究針對19篇研究報告進行後設分析。尌整體能力而言，兩類學生能力差距的加權平均調整後效應量為-1.16，屬於高效應量。尌分項能力而言，兩類學生在聽、說、讀、寫及算等能力差距的加權平均調整後效應量介於-.56至-1.71，具有中度至高度效應量。經同質性考驗後發現，分項能力變項及教育階段變項對整體效應量具有調節作用。除此之外，測量項目變項對說能力及寫能力具有調節效果，且教育階段變項則對讀能力產生調節效果。

A meta-analysis of 19 studies was conducted to compare the abilities among students with and without learning disabilities. The overall weighted mean effect size between students with and without learning disabilities was -1.16, a large effect size. Besides, the weighted mean effect sizes obtained for those five abilities including listening, speaking, reading, writing and mathematics were ranged from -.56 to -1.71. ‘Ability types’ and ‘elementary versus junior high students’ were found to be significant moderators on the overall abilities. ‘Measurement types’ were found to be the significant moderators on the speaking and writing abilities. ‘Elementary versus junior high students’ was found to be the significant moderator on the reading abilities.