本研究旨在探討國小低年級學童中文朗讀流暢能力的發展軌跡，並進一步分析哪些閱讀認知變項能預測朗讀流暢能力的發展。研究者以115名國小一年級學童為對象，2年內針對同一群參與者進行閱讀認知變項的施測以及7次的朗讀流暢性測量。施測工具共包含：聲韻覺識測驗、快速自動化唸名速度測驗、中文年級認字量表、瑞文氏彩色圖形推理測驗與兩種朗讀流暢性測量（課程本位和一般成就）。研究者使用階層線性模式分析蒐集的資料。主要發現如下：課程本位和一般成就朗讀流暢能力均屬於線性的發展趨勢且穩定成長。學童的朗讀流暢性表現以課程本位較佳；而流暢性的成長速率以一般成就較快。其次，中文認字與唸名速度影響課程本位朗讀流暢能力的起始表現；而中文認字則影響課程本位朗讀流暢能力的成長速率。此外，非語文智商、中文認字與唸名速度會影響一般成就朗讀流暢能力的起始表現；非語文智商和中文認字則影響一般成就朗讀流暢能力的成長速率。最後，研究者陳述唸名速度和中文認字對朗讀流暢能力發展的重要性，並對未來研究提出若干建議。

This longitudinal study examined the developmental trajectories of Chinese oral reading fluency (ORF) among 115 Grade 1 students over 2 years, and investigated whether the rate of developing ORF was influenced by cognitive ability. Reading passages were selected from Chinese basal readers published by the Kan-Hsiun, Han- Lin, and Nan-Yi publishing companies and were divided into 2 measures: curriculumbased measurement ORF (CBM-ORF) and general outcome measurement ORF (GOMORF). CBM-ORF and GOM-ORF were measured at midterm and final exams during each semester in the 2 academic years studied. The participants were also tested using the Rapid Automatized Naming Task (RAN), Chinese Phonological Awareness Test (CPA), Graded Chinese Character Recognition Test (GCCR), and Raven's Colored Progressive Matrices (nonverbal IQ). Hierarchical linear modeling was used to analyze the longitudinal data and to model growth. The linear growth model fit the longitudinal data, and the results indicated that participants exhibited superior CBM-ORF compared with GOM-ORF, but exhibited higher development rates in GOM-ORF than in CBMORF. Regarding the initial level of performance, both the RAN and GCCR were significant predictors of CBM-ORF, and nonverbal IQ, the RAN, and the GCCR were significant predictors of GOM-ORF. GCCR was the only significant predictor of GOMORF development rates, and both nonverbal IQ and the GCCR were predictive of GOM-ORF development rates. Implications for future research are discussed.