本研究聚集十六位任教於啟聰班(校)的學前、國小與國中教師以討論、 試教、修正、再試教、再討論、再修正的方式研討出教聽障學生說塞擦音的方法， 研究結果顯示此教學法確實有效。每生接受約九至十二小時的訓練，後測的成績 顯著高於前測，平均正確率由前測的14.01進步為後測的29.55，前測得分高的學 生進步較得低分者為多。塞擦音進步幅度不因發音部位、學生性別、老師的總教 學年資、及啟聰班教學年資而異，但是進步幅度會因塞擦音送氣與否、教師為何 人以及學生的就學階段(學前、國小、國中)而異。此外，某幾類塞擦音進步幅度 與學生的優耳聽閾顯著的負相關，而與聽障學生的年齡正相關。

　　　　　Sixteen teachers for hearing impaired students in pre-school, elementary, andjunior high schools were gathered to develop methods of teaching studentsplosive-fricative consonants. The methods were evolved through several stagesof discussing, teaching, and refining. The results showed that the methods wereeffective. Each student received nine to twelve hours of training. The percentageof average correct scores for the pre-and post-test were 14.01 and 29.55,respectively. Students who had higher scores in the pre-test improved more. Theimprovement of the scores was independent of place of articulation, gender, yearsof teaching in regular and hearing impaired classes. However, the improvementdepends on the voicing of the consonants, teacher herself, and level of thestudents (pre-, elementary, or junior high schools). Moreover, the improvementof some plosive-fricative consonants were negatively related to hearing thresholdand positively related to the age of the students.