本文旨在發展「英文讀寫診斷評量」並檢測國小六年級學童是否具備國中階段所要求的基本讀寫能力。英文讀寫啟蒙中學童必須具備的口語學習、聲韻覺識、字母拼讀法和基本閱讀技巧等項目，皆包括於本評量中，以診斷學童的英文學習優劣勢。本研究從全臺灣76所小學隨機取樣，選出2170名六年級學童參加此次評量，63％學童通過本評量之標準。研究中的試題分析主要是檢視本評量的信、效度、每題試題的難易度及鑑別度，使研究者根據統計數據進一步地修正試題。「英文讀寫診斷評量」信度為，Cronbach's α 0.84。參與本研究的82名英文教師中，有78名（95.12%）表示英文讀寫診斷評量的內容跟學童在校所學之語文知識相吻合，亦證明本評量具內容效度。評量診斷結果顯示六年級學童在“聽音辨字”大項中答對90％的題目，可看出其英文學習的優勢；而學童在”辨音”及”閱讀理解”兩大項中僅達對50％的題目，可看出其英文學習的劣勢。根據診斷的結果，本研究提出後續補救教學的建議。

The purposes of this study are to develop the English Literacy Diagnostic Assessment and to investigate if sixth graders have acquired the essential skills necessary for further literacy in junior high school. Critical literacy skills such as oral language learning, phonological awareness, letter-sound correspondence, and basic reading skills are included in the assessment to identify sixth graders' strengths and weaknesses. 2,170 sixth graders were randomly selected from 76 elementary schools in Taiwan to participate in the item analysis and 63% of the sixth graders passed the cut-off point (standard setting) in the assessment. Based on the item analysis, reliability and validity were investigated; in addition, analysis of each item for facility (difficulty) and B-index (discrimination) was undertaken. Item revision was made based on the results of the item analysis. The English Literacy Diagnostic Assessment demonstrates its reliability with a Cronbach's alpha value of 0.84. 78 out of 82 English teachers (95.12%) confirmed that the content of the English Literacy Diagnostic Assessment agreed with what pupils had learned at school, which affirms the content validity of the assessment. Regarding the Assessment's diagnostic purposes, the results show that the sixth graders had strengths in the section. "Matching Sounds with the Proper Words," as they correctly answered 90% of the items, and weaknesses in "Sound Discrimination" and "Reading Comprehension," as they obtained 50% correct answers. Follow-up remedial instruction is also recommended in this paper.