本研究旨在建置「國民中學七至九年級識字診斷測驗」，以協助教師評量學生 之「聽音辨字」、「字形義辨別」以及「字形辨識」的能力和診斷識字障礙學生。 本研究依據有效樣本1,204 人建立了四個複本和常模。內容效度經過學者及資深教 師共9人審查，內部一致性介於.86至.90，複本信度係數介於.61至.79，年級的平 均表現差異達顯著水準。以上顯示本測驗具有良好的信效度，可用團體或個別的方 式快速診斷識字障礙學生。最後根據測驗編製與應用經驗提出建議：（1）依據測 驗結果與需求作進一步的測驗；（2）依據學生識字的優弱勢擬定個別化教育計畫 （IEP），提供適當的介入。

This study aims to build a simple, fast surveying groups or personal assessment tools to help teachers diagnose grade 7 to 9 junior high school students with learning disabilities in Taiwan. The assessments evaluated the students’ abilities of dictation, word recognition and Chinese characters. Four parallel forms and the norms were established based on 1,204 students. The assessments have undergone expert validity verifications and internal consistency reliability test. According to the results, Pearson’s correlation coefficient value was from .86 to .90, Cronbach value of internal consistency was from .61 to .79, and there were significant differences between grades. Finally, major results were: (a) can be based on assessment results demand for further tests; (b) may develop Individualized Education Program (IEP) based on the strengths and weaknesses of the student literacy and provide appropriate teaching intervention.