本研究旨在瞭解國小聽障學生加、減法文字題閱讀理解能力，蒐集閱讀理解困難部分、分析其閱讀理解錯誤表現，並比較中、高年級聽障學生能力之差異。研究利用自編工具「加、減法文字題閱讀理解測驗」（含35個句型，其中改變類11題，合併類4題，比較類14題，等化類6題）蒐集分析大臺北地區十所國小共83名中、高年級啟聰資源班學生的閱讀理解能力，結果發現：1.學生加、減法文字題閱讀理解能力及區辨不同語意結構句型的能力低落且發展緩慢。2.以70％的年級學生是否正確答題，作為句型是否困難的標準，在自編測驗的35個句型中，中年級學生有34個困難句型、高年級有29個句型。沒有困難的句型只有一句：「…和…一樣多」。3.語意關係對閱讀理解表現的影響因句型不同而有差異。4.學生顯出系統性錯誤的理解方式，且高年級學生答題出現系統性錯誤的情形明顯高於中年級學生。

The purposes of this study were to explore reading comprehension abilities, reading difficulties, error patterns in addition and subtraction word problems of hearing impaired pupils. Performance differences between students at middle grades and upper grades were also analyzed. Reading comprehension in addition and subtraction word problems test developed by authors was used as research instrument. It included 35 sentences/phrases (11 for change, 4 for combine, 14 for compare and 6 for equalize); each one was followed by 4-6 sets of pictures. Eighty -three students only with hearing impairments were participants in this study. The main findings were: 1. the hearing-impaired students demonstrated poor and slowly developed reading comprehension abilities in addition and subtraction word problems. 2. There were 34 difficulty sentences/phrases among 35 test sentences/phrases for middle grades students, and 29 sentences/phrases for upper grades students. The only one sentence that was not challenge for all students was: the quantity is the same as A and B. 3. Students' performance varied with sentences' semantics. 4. Systematic errors were found in students' performance, and students at upper grades demonstrated more of this error pattern than that of students at middle grades.