本研究探討國小三年級閱讀困難兒童（n＝39）與閱讀正常兒童（n＝39）在聲韻覺識、詞素覺識與中文閱讀能力上之表現差異。並使用階層回歸分析（Hierarchical Regression），探討控制年齡、智商與聲韻覺識後，中文詞素覺識能力對國小三年級兒童（n＝160）中文識字、中文閱讀理解與一分鐘閱讀流暢測驗的預測力。本研究發現：一、閱讀困難兒童與閱讀正常兒童在同音異字、字根造詞與詞素建構三種詞素覺識分測驗上有顯著差異，然而，二組兒童在聲韻覺識上的表現並無差異。二、在控制年齡、智商與聲韻覺識能力後，詞素覺識顯著預測中文識字、中文閱讀理解和一分鐘閱讀流暢能力。本研究證實詞素覺識能力於中文閱讀的重要性。

The present study examined the contribution of morphological awareness to Chinese literacylearning in poor readers (n=39) and their typically developing counterparts matched on age (CAcontrols, n=39). A total of 160 third graders were assessed on character recognition, readingcomprehension, one-minute reading fluency, morphological awareness, and phonological awarenesstasks. The results of the study showed that:1. Poor readers preformed significantly less well than CA controls in literacy measures andmorphological awareness tasks.2. Morphological Awareness tasks predicted character recognition, reading comprehension andreading fluency after age, IQ, phonological awareness were controlled.