98名中重度以上回歸主流聽覺障礙學生說出的25個詞對，12個聲調詞對，及6個短句是本研究分析的素材。25個詞對的語音特性包括：韻母舌位高低、舌至前後、塞音送氣與否，塞擦音送氣與否，發音部位不同之塞音，發音部位不同之塞音與鼻音，塞察音與擦音，鼻音等。196名從未或甚少與聽覺障礙學生接觸的大學生記錄所聽到的詞彙。研究者再在根據詞彙中音素是否正確給分。研究結果發現，平均而言，聽覺障礙學生的詞語清晰度為30.74%，聲調清晰度為53.92%，短句清晰度為49.83%。各項清晰度均與聽覺障礙學生優耳聽閾有明顯相關，中重度組聽障學生表現優於極重度組學生。但國中與國小學生間沒有明顯差異。語詞、聲調、短句之清晰度彼此之間呈顯著相關。以發音部位分析，聽覺障礙學生舌面後韻發音正確率最高，舌尖音發音正確率最低。以發音方法分析，聽覺障礙學生邊音發音正確率最高，塞擦送氣音發音正確率最低。

　　　　　Speech materials of this study consisted of twenty-five disyllabic, paired words, 12 tone-paired words, and 6 short sentences. They were produced by a group of 98 mainstreamed students with moderate to profound hearing impairment. The speech materials involved vowel height, vowel frontness, stop-aspiration vs. stop-unaspiration, affricate-aspiration vs. affricate-unaspiration, stop with different articulation places, stop vs. nasal, arfficate vs. stop, nasal. One hundred and ninety-six hearing college students were invited to serve as the perceptual tone, and 49.83% in short sentence. Students with moderate to severe hearing loss had better performance than that of students with profound hearing loss. There was no significant difference between primary and junior high school students. There were significant correlation among intelligibility of articulation in vocabulary, tone, and sentence. In terms of articulation place, velar sounds were the easiest ones, whereas the apical sounds were the most difficulty ones for hearing impaired students. In terms of articulation methods, whereas both affricate-unaspirated and affricate-aspirated were the most difficulty ones.