本研究之目的在於探討安置環境、年齡、智力因素對智障學生語言理解能力之影響，並進一步分析智障學生語言理解程度。
本研究採調查研究法，以台北縣、市啟智班與教養機構國小、國中學生共120名為研究對象。並以「畢保德圖書詞彙測驗」及研究者自編之「語言理解測驗」為評量工具。評量所得次料以二因子多變項共變數分析、二因子共變數分析、單因子多變項變異數分析、單因子變異數分析、百分比等統計方式加以處理。主要發現如下：
1.啟智班國小及國中組智障學生在名詞理解能力上，均優於教養機構國小、國中組智障學生，且啟智班國小組名詞理解能力優於養機構國中組智障學生。
2.國中組智障學生在畢保德詞彙、名詞、形容詞、動詞短文、整體語文理解能力上，皆優於國小組智障學生，而在句型理解能力上則無顯著差異。
3.在畢保德詞彙、名詞、形容詞、動詞、句型、短文之作答正確準方面，啟智班學生理解能力優於教養機構學生；整體國中組學生優於整體國小組學生；同時啟智班國小組學生亦優於教養機構國中組學生。
4.輕、中度智障學生在畢保德詞彙、名詞、形容詞、動詞、句型、短文、整體語言理解能力上，均顯著優於重度、極重度智障學生。
研究者並依據研究結果、研究限制，提出有關智障學生安置環境、語言教學及未來研究之建議，以為啟智工作人員及未來研究者之參考。

The purpose of this study were: (1) to understand the effects on placement environment, age, and IQ of mentally retarded students, and (2) to analyze the language compre-hension abilities of the mentally retarded.
One hundred and twenty mentally retarded students at elementary and junior levels were selected from special classes and instiutions in Taipei area. Data were obtained through "Peabody Picture Vocabulary Test-Revised" and self-designed "Language Comprehension Test', and analyzed by MACOVA, ANCOVA, MANOVA, ANOVA, and percentage analysis. The results of this study were as followed:
1.The ability of noun comprehension of the mentally retarded in special classes of the elementary and junior high schools were higher than those in instituitons, and also, the ability of noun comprehension of the mentally retareded in special classes at elementary level was higher than that at junior high level in institutions.
2.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, short context, and total language of the mentally retarded in junior high schools were significantly higher than those in elementary schools, but no significant difference was found between the two groups in the comprehension ability of sentance subtest.
3.In terms of the correct percentages, the comprenension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, and short context of the mentally retarded in special classes were higher than those in institutions; junior high schools were higher than those in elementary schools. Moreover, the correct percentages in the above areas of the mentally retarded in elementary special classes were even higher than junior high students in institutions.
4.The comprehension abilities of Peabody Vocabulary, noun, adjective, verb, sentence, short context, and total language of the mildly and moderately retarded were significantly higher than those of the severely and profoundly retarded.
According to the results and research limitations of this study, some suggestions for placement environment, language instruction, and future studies were made.