本研究主要在建構評量中小學學童生活口語理解能力的測驗並進行效度分析。本測驗除可用於評量3 至9 年級學童生活口語理解能力外，並期望能協助診斷有閱讀困難者的優勢能力。測量的成份包含表面理解（對話或敘述中提供明顯線索）及推論（需由對話或敘述推論而得）。測驗分為國小中年級（G3-4）、高年級（G5-6）及國中（G7-9）三版本。本研究在台灣北、中、南三區選取1290 位3 至6 年級國小學童、905 位7 至9 年級學童建立全國樣本；由於考量東部地區的特殊性，本研究特別在東部地區選取學童建立東部地區常模。在信度方面，本測驗各年級的內部一致性α 係數大致在.70 以上，各年級相隔兩週的再測信度在.66-.80 之間。在效度方面，本測驗與閱讀理解的相關大致在.40 至.69 之間，與識字量的相關在.34 至.58之間，與聲韻覺識的相關在.25 至.42 之間。大致與閱讀理論及過去相關研究結果一致。本測驗評量的是非正式語言理解能力，以小學三年級及五年級學生為樣本的研究顯示，本測驗與正式語言理解能力的相關分別為.49 及.69，顯示兩者雖有關但不同，兩者在聽覺理解評量方面或可提供不同的訊息。最後研究者並由閱讀簡單觀點模式，檢驗本測驗對閱讀理解的解釋力與調節功能。

The purpose of this study was to develop a test for assessing elementary and junior high school students' abilities to understand spoken Chinese. The test which was designed had 3 versions for G3-4, G5-6 and G7-9 students, and the test items were heard by test-takers on a CD player. 1290 G3-6 students and 905 G7-9 students were sampled from three major geographical regions in Taiwan, by way of establishing the norm; a norm for Taiwan's eastern region was established in order to account for the specific assessment needs of that region. The procedures for item construction and for extablishing norms, reliability and validity are reported here. The newly-desinged test was found to have an acceptable degree of reliability, with internal consistency coefficients above .7. The test-retest reliability coefficients ranged between .66 and .80, and a good fit was found between the validity evidance, past research findings and the Simple View of Reading. Comparing this spoken language test with formal language comprehention tests, the correlation coefficients were within .49 to .69. Thus it was found that these two kinds of language comprehention tests were directly correlated, but that they could offer different information when used for Chinese spoken language or reading assessments.