本研究旨在探究國小三年級識字困難學生一般字彙知識之表現情形、一般字彙知識與識字、聽寫的相關，並將進一步以多元階層迴歸分析一般字彙知識在排除年齡、智商等控制變項後，對字、聽寫的預測力。研究對象為30位國小三年級的識字困難學生，每人皆接受非字測驗、部首位置測驗、聲旁表音覺識測驗、識字量評估測驗及國字聽寫測驗、瑞文氏標準矩陣推理測驗。茲將研究結果說明如下：（一）國小三年級識字困難學生具備一定程度的組字規則知識。（二）國小三年級識字困難學生聲旁表音覺識中的熟悉/規則、熟悉/不規則和不熟 悉/規則與中文識字有顯著相關；非字、熟悉/規則和不熟悉/規則和中文聽寫有顯著相關。（三）一般字彙知識顯著預測識字困難學生的中文識字與聽寫。

The present study examined general lexical knowledge in predicting Character Recognition and Dictation in Chinese grade 3 students with word recognition difficulties. Thirty students were examined in measures of nonverbal intelligence, non-character recognition, radical position, and phonetic awareness. The results showed that:1. Grade 3 students with word recognition difficulties have developed basic knowledge of positional regularity of Chinese characters.2. Character Recognition correlated significantly with familiar-regular, familiar-irregular, and unfamiliar-regular words. Dictation correlated significantly with non-character recognition, familiar-regular, and unfamiliar-regular words.
3. General lexical knowledge predicted both Character Recognition and Dictation.