本研究旨在探討高頻部首/部件識字教學對國小二至六年級閱讀障礙學生識字，寫字，朗讀流暢度，以及部首覺識之成效。研究對象為20位國小閱讀障礙學童及20立同年齡的一般學童，只有閱讀障礙學立托受教學實驗，同年齡的一般學童沒有接受教學實驗 僅施以前後測。結果顯示：1.學童在高頻部首/部件認讀和高頻字書寫方面的立即和短期效果較佳，長期效果而言，認讀優於書寫。2.在朗讀流暢性和讀寫字量方面，閱讀障礙學童雖然不及一般學童，但兩者進步速度相似。3.閱讀障礙學童在基本字認讀和部首覺識的表現與一般學童逐漸拉近。4.不同年段之閱讀障礙學童在教學字認讀方面並無差異；但朗讀流暢度方面二三年組組表現出較佳的進步幅度；至於，高頻字書寫，讀寫字成長量和部首覺識部分，四五六年級組的表現都優於二三年級組的閱讀障礙學童。

　　　　　The purposes of this study were to explore the effects of a character identification program for 20 elementary school students with reading disabilities. Independent variable was this character identification program that consisted of 80 high-frequency radicals/orthographic components of Chinese characters. Dependent variables were students’ performances on characters reading and writing, oral reading fluency, and radical awareness. For comparison, another 20 average students were matched with reading disabled students by chronological ages as a contrast group and were administered with pre-and post-tests only. Results indicated that reading disabled children performed well on immediate and short-term radicals identification and high-frequency characters writing tests. The growth rates of oral reading fluency, character recognition and writing scores were similar between experimental and contrast groups. However, reading disabled students’ achievement levels on these tests were still behind. In the posttest, reading disabled students’ performances on basic character recognition and radical awareness tests were closer to the performances of contrast group. The character identification program was beneficial to reading disabled students, however, younger students improved much more on oral reading fluency than older students did.