本研究旨在探討不同閱讀障礙類型兒童的口語敘事表現。研究對象為台北縣國小三年級讀寫障礙、理解障礙和語言學習障礙三組閱讀障礙學生及普通學生共四組，運用看圖說故事活動收集語言樣本再進行分析，除了瞭解這群閱讀障礙學生在不同口語敘事指標的表現，並進一步透過不同組別學生在這些指標的表現與差異來探討識字能力、聽覺理解能力和口語敘事能力的相關性，茲將本研究發現如下：

一、有效區辨四組學生的口語敘事指標
（一） 語意方面：校正後相異詞出現率
（二） 語法方面：簡單句、複雜句四、MLU
（三） 複雜語法方面：複雜句總數、複雜句比例
（四） 連貫性方面：關聯連接詞、指示詞錯誤使用、連接詞總數、代名詞
（五） 錯誤分析方面：詞彙錯用、詞序錯誤句、關係不明句、遺漏詞彙、語境不合句、多重錯誤句、總錯誤句數、錯誤句比例、迷走語一、總迷走語比率

二、識字能力、聽覺理解能力和口語敘事能力的相關性
（一） 讀寫障礙組和普通對照組的口語敘事表現有差異，且理解障礙組和語言學障組的口語敘事表現有差異，顯示口語敘事表現和識字能力有關。
（二） 讀寫障礙組和語言學障組的口語敘事表現有差異，顯示口語敘事表現和聽覺理解能力有關。
本研究並根據研究結果及限制，對不同類型閱讀障礙學生之教學及評量，以及對未來研究提出相關建議。

The purpose of this study was to compare oral narrative of three subtypes of children with reading disabilities (RD) and normal children (NC) from elementary schools of the Taipei County. The look-and-say task is used to collect children’s language samples which are analyzed by micro and macro linguistics indexes. Addition to the difference of the four groups, different pair comparisons are conduct to contrast the word-recognition or listening comprehension abilities and to explore the relationship of word-recognition or listening comprehension and oral narrative. The main findings of this research were as follows:

1. Discriminative indices to distinguish the subgroups of reading disabilities from normal students:
（1） Semantics: corrected type token radio（CTTR）
（2） Syntax: simple utterances, the four type of complex utterances, mean length of utterances（MLU）
（3） Complex syntax: total number of complex utterances, proportion of complex utterances
（4） Cohesion: relative conjunctions, total number of conjunctions, demonstratives error, personal nouns
（5） Errors: word error, word order error or clause reversal, clause blindfold, word omission, context error, multiple error, total number of grammatical error utterances, the proportion of grammatical error utterances, the first type of maze, and the proportion of total mazes

2. Correlation between word-recognition or listening comprehension abilities and oral narrative ability:
（1） The significant differences between dyslexic children and NC and between poor comprehenders and language learning disabilities indicate the significant correlation between word-recognition and oral narrative.
（2） The significant difference between dyslexia and poor comprehenders indicates the significant correlation between listening comprehension and oral narrative.
According to the aforementioned findings, the recommendations to the further studies and practice were made.

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