本研究取樣台灣區(包括台北市、高雄市)國中益智班、國小啟智班、啟智學校智能不足學童共5 5 4名(以智商分：輕度智能不足學童3 2 5名、中度1 7 8名、重度5 1名；以性別分：男生3 0 0名、女生2 5 4名；以籍貫分：台灣省籍4 6 3名、大陸省籍9 1名)。主要目的在暸解台灣區智能不足學童構音缺陷的情形及其與性別、省籍、智商之關係。毛連塭主編之「國語構音測驗」為本研究之測驗工具。研究結果發現： 一、台灣區智能不足學童教育安置有錯誤的情形。以招收輕、中度智能不足學童為對象的啟益智班，各安置重度智能不足學童3‧3 6％與3‧3 9％；以招收中、重度智能不足學童為對象的啟智學校，輕度智能不足學童佔1‧2 5％。另有普通兒童(比西智商8 8)及聽覺障礙兒童各一人被安置於啟益智班。 二、台灣區智能不足學童構音缺陷出現率：以性別分：男生5 9％、女生5 4‧3 3％；以籍貫分：台灣省籍5 5‧7 2％、大陸省籍6 2‧6 4％；以智商分：輕度智能不足4 3‧0 8％、中度7 1‧3 5％、重度9 4‧1 2％。 三、本研究發現構音缺陷類型中以代替、省略、屈解、贅加等四類型為主。另發現有第五種雙重缺陷類型(代替又贅加)。 四、本研究發現構音缺陷類型中以代替音為最多佔5 9‧5 0％，屈解音次之佔2 3‧4 0％，省略音1 2‧9 5％，贅加音3‧6 8％，雙重缺陷類型0‧4 7％。 五、台灣區智能不足學童構音缺陷與性別、籍貫無顯著相關。但與智商有極顯著相關。 六、本研究發現聲符中最難發音的依序是：ㄕ、彳、ㄈ、ㄓ、ㄖ、ㄙ、ㄘ。 韻符中最難發音的依序是：ㄥ、ㄡ、ㄩ、ㄤ、ㄣ。 結合韻符中最難發音的依序是：ㄩㄢ、ㄩㄝ、ㄩㄣ、ㄨㄤ、ㄨㄢ。 聲符中最易發音的依序是：ㄅ、ㄉ、ㄋ、ㄏ、ㄍ、ㄐ、ㄇ。 韻符中最易發音的依序是：ㄛ、ㄨ、ㄧ、ㄟ、丫。 結合韻符中最易發音的依序是：ㄧㄤ、ㄧㄠ、ㄨ丫、ㄨㄟ、ㄧㄢ。 七、本研究發現構音缺陷與音符在語詞中的前後位置有關。有顯著相關的音是：ㄅ，ㄆ，ㄇ、ㄉ、ㄌ、ㄐ、ㄑ、彳、ㄕ、ㄖ、ㄗ、ㄡ、ㄧㄤ、ㄧㄠ。

This survey used a sample of 554 students in classes or schools for mentally retarded elementary or junior high students. Subgroups were classified by IQ, sex, and native province. 325, 178 and 51 samples of all were educable (EMR), trainable (TMR) , and custodial (CMK) mentally retarded respectively; 300 and 254 samples of all were male and female respectively; and the native provinces of 463 and 91 samples were from Taiwan and Mainland China respectively. The main goal of this survey was to understand how the articulation deficiency of mentally retarded children in Taiwan is, and its relationship between sex, native province, and IQ. The instrument for this survey is "Madarin Articulation test" compiled by Mao Lien-Ten. The results showed: 1.That the educational misplacements for mentally retarded children were found in Taiwan. 2.That the frequencies of articulation deficiency in Taiwan were 59% and 54.33% for boys and girls respectively; 55.7% and 62.64% for children whose native provincs are from Taiwan and Mainland China respectively; and 43.08%, 71.35% and 94.12% for E.M.R.-T.M.R. and C.M.R. respectively. 3.That in addition to four types of articulation deficiency-substitutions, omissions, distortions and additions, there was another type called "double articulation deficiency (substitution with addition). 4.That 59.50% of articulation deficiency was subsititution ( the most frequent type ), and the percentages of distortion, omission, addition, and double articulation deficiency were 23.4%, 12.95%, 3.68% and 0.47% respectively. 5.That no significant differences were found between articulation deficiency and sex/native province, but one was found between it and IQ.