傳統中文閱讀障礙的檢測是使用一對一的施測方式，這種測驗方式的缺點是受 限於經費與人力的不足而難以進行大規模施測，導致學生到了國小中年級才發現閱 讀困難，錯失早期介入的機會。電腦化測驗系統可以解決上述問題，不過以往的電 腦化閱讀障礙診斷系統受限於兒童電腦技能不足，而不能對幼兒進行測試，以致於 無法及早發現疑似閱讀障礙的兒童，達到早期介入與早期發現的目的。本研究旨在 發展一個基於電腦化測驗系統（CBT）的閱讀障礙診斷測驗，目的是可以將個別施 測轉化為團體施測，並能有效識別疑似閱讀障礙的幼兒。本研究以216 名臺灣的國 小一年級學生作為對象，使用詞素覺識、字型處理、視知覺技巧、聲韻覺識和快速 唸名等五個認知變項所組成的閱讀相關認知能力做為基礎，透過結構方程模型建立 中文閱讀障礙研究模型。研究發現有二：一是五個認知變項是中文閱讀相關認知能 力的重要組成因素；二是中文閱讀障礙研究模型的模型整體適配度良好。結果顯 示，本研究所建立的閱讀障礙診斷測驗可以取代傳統測驗，能大量且快速的檢測國 小一年級學童，可提供給後續研究與學習輔導之用。

Traditional Chinese dyslexia testing requires one-on-one test methods. However, it cannot provide massive surveying or show what the advantages of screening are in a wide range of reading disorders. In the past, a computerized reading diagnostic system was often limited by the childrens’ lack of computer skills and therefore could not be tested on early learners. Consequently, it is unable to achieve the goal of lowering the degree of dyslexia in advance by early intervention. The study aimed at establishing the Computer-Based Tests (CBT), an instrument turning individual tests into group test and effectively identifying young children who may be suffering from reading difficulties. Through the use of CBT, we recruited 216 grade one students in Taiwan elementary schools as our research subjects. We aimed to understand how the five cognitive variables of morphological awareness, orthographic processing, visual perception skills, phonological awareness, and rapid naming speed tests composed Reading Cognitive Skills. Through structural equation modeling (SEM), we have established a Chinese dyslexia research model. Through the results of this research we have found two results. The first one is that the five cognitive variables are essential to reading cognitive skills. The second one is that the model fit of reading cognitive skills appears to be sound. The results suggest that the CBT based on this research model can be greatly and efficiently utilized on diagnosing children with Chinese dyslexia.