本研究探討大一學生之閱譜困難情形，首先探討自陳閱譜困難的大學生之實際閱譜能力，再篩選出發展性閱譜障礙者，並進一步探討自陳閱譜困難與發展性閱譜障礙間的關係。504 位學生填寫音樂學習經驗問卷及閱譜能力量表。結果39%的學生聲稱自已有閱譜困難，且他們的閱譜能力顯著低於自陳無閱譜困難者。再者，為控制課外音樂教育時間及性別比例等變項的影響，依這些變項，配對出101 位自陳閱譜困難者及自陳無閱譜困難者進行比較，結果仍然發現自陳閱譜困難者的閱譜能力較差。最後，從學生中篩選出發展性閱譜障礙者，盛行率為9%，且只有18%的自陳閱譜困難者達閱譜障礙標準。可見，大部分的自陳閱譜困難者並不是閱譜障礙者，然閱譜障礙者絕大部分屬自陳閱譜困難者。

This study was concerned with self-reported music-reading difficulties and their possible relationship to developmental musical dyslexia. The study contained two parts. In part 1, participants completed a screening questionnaire including questions addressing demographic background, self-assessment of music-reading difficulties, years of music education, and musical interests. In part 2, participants completed the three tests of the Music-Reading Ability Assessment (MRAA) developed by Lee and his collaborators. Nearly 39% of 504 first-year university students reported their own music-reading difficulties. They were troubled by staff-reading and not interested in musical lessons. Results for each of the MRAA tests and composite scores for all tests showed clear a tendency for participants with self-reported music-reading difficulties to obtain lower scores than participants who reported that they did not have such difficulties. Neither the amount of music education nor gender affected the above results. Finally, only 9% of all participants actually met the criteria for music dyslexia. This prevalence was in agreement with that predicted by other studies. On the other hand, it means that the majority of those who reported ‘music-reading difficulties’ did not meet the criteria for music dyslexics; that is, self-reported music-reading difficulties alone were not a strong indicator of music dyslexia. Thus an encouraging conclusion of this research project is that many individuals who consider themselves to have “music-reading difficulties” may be not, in fact, be “music dyslexics,” and these individuals should be supported in any of their efforts to proceed with a music education.