本研究的主要目的在探討台北市五歲兒童特定型語言障礙(SLI)之盛行率、語言發展情形，及影響特定型語言障礙兒童語言發展的相關因素，據以提供幼稚園教師、特教教師、語言治療師及家長，實施早期介入和語言訓練之參考。
本研究對象係為八十八學年度就讀台北市公立幼稚園滿五歲的兒童，依叢集抽樣方式，就台北市十二個行政區，各區抽取一所公立幼稚園大班為取樣樣本。調查樣本共有999名兒童，其中男生546名，女生453名。
本研究採用「五歲兒童語言障礙檢核表」、「學前兒童語言障礙基本資料調查表」、「托尼非語文智力測驗-幼兒版甲式」、「學前兒童語言障礙評量表」為蒐集資料的工具。
研究結果發現：
1. 台北市五歲兒童SLI的盛行率為3.03％。
2. 學前SLI兒童其口語表達能力明顯低於語言理解能力。
3. 學前SLI兒童的語言特徵如：聽知覺處理、聽覺記憶困難、字彙的提取技巧有困難、使用新字有困難、語法的錯誤、語用的異常、自述故事的能力差、使用語彙的數量較少及有尋字困難等。
4. 在語法方面，說話時的句型結構常有省略、顛倒、及不合文法的現象。
5. 在語用方面，有說話不合情境及答非所問的現象。
6. 學前SLI兒童在不同個人背景中，男生比女生高出2.7倍；有兄弟姊妹者居多；家中主要使用語言以國台語居多；家庭社經地位以中低社經地位者居多。
7. 學前SLI兒童的語言理解能力、口語表達和語言發展能力方面，在性別、家中兄弟姊妹、家中主要使用語言方面的差異，並未達顯著差異水準；但在家庭社經地位方面則有顯著差異存在。
8. 學前SLI兒童的語言理解能力，與家中兄弟姊妹數、家中主要使用語言兩變項，並未達顯著相關；但與性別及家中主要使用語言兩變項則有顯著相關。

The purpose of this study was to estimate the prevalence of specific language impairment (SLI) in 5-year-old preschool children, to understand the language development of SLI, to discuss the correlated variables influenced the language ability of SLI children.
From a stratified cluster sample in Taipei 12 districts, 999 children were screened.
The major results of this study were as follows:
1. The prevalence rate of 5-year-old preschool children with SLI in Taipei was 3.03%.
2. The expressive language abilities of SLI children were significantly lower than their receptive language abilities.
3. There were characteristics of SLI children's language behavior: difficulties in auditory processing, auditory sequencing, auditory memory, short attention span, word retrieval skills, novel word learning and grammatical morpheme usage, lower task in narrative, limited vocabulary and word finding problem.
4. SLI children were difficulty to establish syntax features. They were missing for the feature of sentence.
5. SLI children were deficits in the acquisition of pragmatic, for example, inappropriate conversation.
6. A 2.7:1 male to female ratio was found for SLI. Also, most of SLI children's sibling numbers were more than the only child, the main spoken language in their family was bilingual, most of their family's social-economic status was lower.
7. There was not significant difference in the scores of language expressive, receptive, and language development within SLI children in gender, siblings, and family spoken language, but in family's social-economic status was significant.
8. There was significant correlation between SLI children's gender and family spoken language in language receptive abilities.

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