本研究旨在編製「幼兒工作記憶測驗」，使其得以使用於學齡前幼兒工作記憶的測量，一方面補充先前工具的缺乏，另一方面也幫助幼兒閱讀發展理論的檢驗。測驗編製的理論基礎來自Baddeley與Hitch（1974）的工作記憶理論。全測驗分甲、乙兩式複本，各12題，並採取一對一的施測方式，以208名5～7歲幼兒為施測對象。項目分析以及Rasch模式分析指出，本測驗的試題難度及鑑別度適中，且試題與Rasch模式的適配程度良好。在信度方面，內部一致性Cronbach’s α係數在甲、乙式分別為.78及.75；再測信度（N=20）則分別為.75及.85。在效度方面，本研究提供同時效度及區辨效度等建構效度的證據，顯示本測驗可有效測量學齡前幼兒的工作記憶。此測驗將有助於未來幼兒閱讀發展、教學診斷與介入之研究。

The purposes of this study were to develop a standardized Chinese working memory test for young children and to explore the development of memory and comprehension for preschool children in Taiwan. The development of this test was theoretically originated from Baddeley & Hitch’s (1974) working memory model. There are 12 items in two parallel forms of the test, respectively. All the items were individually administered to two hundred and eight 5-to-7-year-old children. Based on the results of item analysis, the difficulty and discrimination of the test is medium. In addition, an extension of the Rasch model was applied to analyze the data. The results show that items have model-data fit. There were a reasonable and stable reliability (Cronbach’s α coefficient were .78 and .75, test-retest reliability after three weeks were .75 and .85). For the validity, the results indicated that there were solid evidence concurrent validity and discriminative validity. Finally, further implication for reading research, difficulties diagnose and intervention were discussed.