本研究以旨在探討國中讀寫障礙學生在英文讀寫字的表現。研究對象為台北縣市讀寫障礙學生和普通對照學生各39名。本研究分為兩部分：研究一探討國中讀寫障礙學生和普通學生在中文和英文讀寫字能力表現及其關係。研究二乃根據研究一的結果，選取參照的英文單字，編製英文讀寫字基礎技能測驗，分析兩組學生在英文基礎技能表現與英文讀寫字能力表現的相關性。本研究主要發現如下：
一、中文、英文讀寫字能力表現部分
讀寫障礙學生在「中文讀寫字測驗」和「英文讀寫字測驗」的得分與速度皆顯著低於普通對照組學生。普通學生在中文讀寫字的能力發展已達到精熟階段，但是在英文讀寫字的解碼能力尚未精熟。讀寫障礙學生在中文和英文讀寫字皆未具備精熟的解碼能力。整體而言，普通學生在中文和英文讀寫字的表現具有一致性，正確率皆能達到80%以上的水準；而讀寫障礙學生在中文和英文認讀和書寫的表現有明顯的落差存在。
二、中文讀寫字能力對英文讀寫字能力表現的預測
兩組學生母語讀寫字能力表現對外語讀寫字能力表現的預測指標並不相同。中文認字測驗得分是普通學生在英文讀寫字能力表現的主要預測變項。中文聽寫測驗的得分是讀寫障礙學生在英文讀寫字表現的主要的預測變項。
三、在英文讀寫字基礎技能表現部分
研究二結果顯示讀寫障礙學生在字母認讀、英文組字規則區辨和基本的音-形連結技能有顯著困難，因此難以正確而流暢的辨認和書寫英文單字。普通學生在字母認讀已達天花板效應，絕大部分的普通學生具備英文組字規則的基本概念，能從英文真字的發音規則類化假字的發音增進文字解碼的能力。
四、英文讀寫字基礎技能對英文讀寫字能力表現的預測
「假字認讀」是預測讀寫障礙和普通對照兩組學生英文讀寫字表現最有效的變項。「英文組字規則」同樣能作為兩組學生在讀寫字能力表現的預測指標。「字母認讀」僅能作為普通學生在英文聽寫的預測變項，無法作為預測普通學生在中文認字表現和讀寫障礙學生在英文讀寫字表現的指標。
本研究並針對研究結果及研究限制根據，對普通學生和讀寫障礙學生在英文讀寫字的教學和評量，以及對未來的研究提出建議。

The purpose of this study was to compare the English literacy of the dyslexic students and the matched students. Thirty-nine dyslexic junior high school students and thirty-nine matched students participated in this study. This research was divided into two parts: Part One described the difference between English and Chinese literacy of the two groups and the correlation between literacy in both languages. Part Two examined the relationship between basic English skills and literacy. The main findings of this research were as follows:
1. Chinese and English literacy in the two groups
On two tests, the Chinese Literacy Test and the English Literacy Test, the score and speed of the dyslexic group was significantly lower than that of the matched group. The matched group appeared proficient in Chinese literacy, but was not proficient in English literacy; however, the dyslexic students did not have proficient decoding skills for both Chinese and English literacy. To sum up, the matched group achieved higher than a 80% level of accuracy in the Chinese and the English Literacy Tests, and the dyslexic group performed differently in recognizing and dictating Chinese and English words.
2. The correlation between Chinese and English literacy
For the matched group, the scores of Chinese word recognition was the best predictor of English literacy. The Chinese dictation test scores were the best predictors of the dyslexic group’s performance in English.
3. The differences of basic English skills between students with and without dyslexia
Most of the dyslexic students did not perform well on the English alphabet recognition tests. Also, they failed to demonstrate an understanding
of the basic English orthographic rules or letter-to-sound correspondence. Because the dyslexic students showed poor decoding skills in English, they were subsequently unable to recognize or write in English with accuracy and fluency. Almost all of the matched students were able to recognize the English alphabet, understood the basic rules of English orthography, and applied English real word phonic rules to pseudowords.
4. Basic English skills predicted English literacy
For both groups, the Pseudoword Reading Test was the best predictor of English literacy, while the English Orthographic Rules Discriminating Test accounted for a smaller percentage of additional variance. In the matched group, the Letter Recognition Test only predicted the performance of English literacy but not their performance in Chinese word recognition. Similarly, the Letter Recognition Test did not predict the dyslexic students’ performance in English literacy.
According the aforementioned findings, the limitations of this study, and the recommendations to research and practical implementations were made.

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