本研究的主要目的在於探討國小一至三年級不同讀寫字能力學童在基本字讀寫能力上的發展情形，並分析字頻、筆劃難度與讀寫字能力表現的關係。研究對象為台灣地區公立國民小學一至三年級的學童，樣本取自「基本讀寫字綜合測驗」之常模，共計1,009人，並依區辨、認讀與聽寫等三個向度，選用其中的「找出正確的字」、「看字讀音」與「聽寫」測驗作為代表，分析國小一年級上學期至三年級上學期等五個年段中，全體學童在基本字的習得情形，以及一般讀寫字能力學童和讀寫字困難學童的表現差異。主要發現有四：一、一般學童在基本字的讀寫能力發展依序為先能區辨、讀而後能寫，讀寫字困難學童的發展趨勢類似，但是表現出落後同年段同儕一至兩個學期的成就水準； 二、一般學童到了三年級上學期即可精熟地區辨、認讀基本字，但仍無法精熟地聽寫基本字；三、讀寫字困難學童雖然在三年級可以在識字方面趕上同儕，但其聽寫與讀字速度的表現仍嚴重落後，並有拉大現象，此問題可能因其識字表現逐漸正常，反而被忽略其識字解碼能力仍落後之現象；四、基本字的字頻難度、筆劃數均與讀寫字的發展有關，影響各年級學童的表現，且讀寫字困難學童與一般同儕的差異情形顯著。

This study investigated the development of the basic literacy skills of Chinese students with literate difficulty (LD), who were pupils in grades 1 to 3 and represented the lowest 15% of Chinese poor readers. They were compared with normal peers in character-recognition, word decoding, and dictation (i.e. character writing). About two hundreds students were assessed at five time periods, starting from the fall semester of grade 1 to the fall grade 3, with the use of the Battery of Chinese Basic Literacy (BCBL) for a cross-sectional design. There were 1009 students in total and about 150 poor readers were included. The trend of development in recognition, decoding, and dictation as proposed by Dai (1999) was found in both normal and poor reader groups. The groups’ performance on recognition, decoding, and dictation differed significantly for the five periods. Such difference indicated different levels of difficulty, with recognition being easier than decoding which in turn being easier than dictation. More than 80% of the first-grade students could recognize and decode 80% of the Chinese Basal Characters (CBC) but dictated only one third of the CBC. As for the third-grade students, they could dictate more than 80% of the CBC. The poor readers showed a similar trend in development as the normal peers but lagged behind them for about two academic years. They could not recognize or decode 80% or more of the CBC until the second semester of grade 2. Even after they moved to grade 3, they could dictate only about 60% of the CBC while the normal students could dictate about 90% of the test. Given that they managed to catch up with the normal peers in decoding skills, they stayed far behind the latter in character-writing skills and reading fluency. Also, character frequency and the number of the stroke in Chinese character could distinguish both groups significantly for their skills in word-recognition, decoding,and dictation.