本研究旨在建置小學4-6年級學童識字診斷測驗，用以協助教師評量學生的 「聽音辨字」、「字形義辨別」與「字形辨識」的能力及診斷學習障礙。研究有效 樣本共1110人，並據此建立甲、乙、丙、丁四個複本和常模。測驗的內容經過學 者及資深教師共9人進行審查，內部相關係數介於.60到.89，複本信度係數介於.66 到.81，4-6年級的平均數表現差異達顯著水準，以上皆顯示本測驗具有良好的信 效度，可經由團體或是個別方式快速篩選出需要補教教學的學生。最後根據測驗 編製的過程與應用的經驗提出建議：（一）依據測驗結果與需求作進一步的測驗； (二）依據學生識字的優弱勢擬定個別化教育計畫(IEP)及提供適當的介入。

This study aims to build a groups or personal assessment tools to help teachers diagnose grades 4 to 6 elementary school students with learning disabilities in Taiwan. The assessments evaluated the students' abilities of dictation, word recognition and Chinese characters. Four parallel forms (A, B, C and D) and the norms were established based on 1110 students. The assessments have undergone expert validity verifications and internal consistency reliability test. According to the results, Pearson’s correlation coefficient value was from .60 to .89, Cronbach value of internal consistency was from .66 to .81, 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.