本研究分析小六學童之中、英文誤讀，探討其所產生誤讀類型以及所運用線索系統之異同。研究之主要發現為：一、中、英文誤讀均有「替代」、「遺漏」、「添加」等類型。在中文裡有「顛倒」的誤讀，而英文則無。二、中、英文誤讀之「形似替代」比例均高於「音似替代」。英文的「非字替代」比例則高於「實字替代」。三、中、英文誤讀的語法接受比例高於語意接受比例。但是英文的語意接受比例卻低於中文的語意接受比例。四、在四種主要的線索系統運用中，學童大多採用「字的線索」，而「語言線索」對中文閱讀有助益，但在英文閱讀時則無法提供類似的助益。在理解文章方面，「讀者內在的線索(讀者的基模)」及「讀者與語言之外的線索(例如插圖等)」可以彌補讀者在語言能力上的不足。

The goal of the current study was to compare the types of miscues between Chinese and English reading processes of twelve sixth graders. The main findings of this study are summarized as follows. First, substitution, omission and insertion miscues appeared in both Chinese and English readings. However, reverse miscues appeared only in Chinese reading. Second, more graphic miscues than sound miscues were found in both Chinese and English readings. In English substitution miscues, however, more non-word substitutions than real-word substitutions were observed. Third, the syntactic acceptability of the miscues was higher than that of the semantic acceptability in both Chinese and English readings. Nevertheless, the semantic acceptability in English reading was lower than the semantic acceptability in Chinese reading. Finally, among the four types of cue systems, the most often used one was the cue within words. The flow of language was beneficial to Chinese reading but not to English reading. However, for reading comprehension, the cue systems within readers (e.g. reader schemata) and the cue systems external to language and the reader (e.g. illustrations) could compensate for readers’ weaknesses in language competence.