本研究欲了解不同閱讀障礙亞型在識字及閱讀理解行為特徵上的差異，因此自編「國民小學學生閱讀行為特徵量表」，根據研究對象在問卷中識字及閱讀理解兩大向度的得分進行集群分析，結果如下：
本研究以桃園縣168位國小閱讀障礙學生為研究對象，將閱讀障礙分為四種亞型，其特質如下：1.「閱讀理解障礙型」佔研究樣本人數41.07%，具備不錯的識字能力，字形再現能力好，但是字義、句子、文章以及監控理解能力很差； 2.「識字障礙型」佔研究樣本人數的21.43%，識字能力區於弱勢，但在字義、句子、文章及監控理解方面有良好的表現；3.「混合障礙型」佔研究樣本人數的19.64%，識字、理解能力都不佳，在各樣測驗的表現上都居四組之末4.「監控理解障礙型」佔研究樣本人數的17.86%，識字與理解能力均較佳，監控理解能力較弱，智力表現為四組之首。
本研究閱讀障礙亞型與國內、外的研究結果比較，皆可找到性質接近的亞型類別，研究者發現1.「閱讀理解障礙型」音韻能力良好、但口語表達容易出現詞語誤用、敘事短少的情形，與國外研究一致； 2.「識字障礙型」在「字音辨讀分量表」上的表現落後，與國外研究聲韻能力落後結果相同；此外學生對相似字辨識、看過的字再寫出來有困難，是國外沒有提到的特徵；3.「混合障礙型」認知能力低落，「字音辨讀」能力差，「語用」表現錯誤、句法錯置的情形，皆與國外研究結果相符。然而，本亞型對字形辨識的能力亦居四組之末，國外研究並未提及4.「監控理解障礙型」無論識字與理解能力均佳，與國內外研究結果相似，但國外研究未提及相似亞型的監控能力。

The purpose of this study was to understand the subtypes of reading disabilities and the different behavioral characteristics of word recognizing and reading comprehension. Therefore the researcher established the reading behavioral characteristics questionnaire for elementary school students, investigated four subtypes of students with reading disabilities according to their questionnaire scores.
In this study, 168 reading disabilities students at Taoyuan County elementary school are studied.The study divided students with reading disabilities into four subtypes. 1." low-achiever in reading comprehension type " includes 41.07％ of all students who have reading disabilities. They are good at word recognition and copy, but weak at meaning of words,sentence ,articles and monitoring comprehension. 2." Low-achiever in word recognition type "includes 21.43％of all. They are good at meaning of words,sentence ,articles and monitoring comprehension, but weak at word recognition.3. "Low-achiever both in word recognition and reading comprehension type "includes 19.64％ of all. All performances are behind the other three subtypes in every test. 4." Low-achiever in metacognitive ability type "includes 17.86％of all .They are good at word recognition and reading comprehension；Intelligence is on top in four subtypes but metacognitive ability is not good .
Researcher compared the study with others and found similar subtypes at home and abroad. The study result of 1. "low-achiever in reading comprehension type "is corresponding with foreign study. They are good at phonology, but weak at oral expression of phrase misuse and sentence shortage. 2.The poor performance of" low-achiever in word recognition type "in pronunciation subscale is as foreign study in backward phonology. Students have difficulties in identifying similar words and writing down words learned before are not mentioned in foreign study.3. The study result of" low-achiever both in word recognition and reading comprehension type "is corresponding with foreign study. Students have low cognitive abilities, poor phonology, using wrong words, and syntax misplaced.However, it is not mentioned in foreign study that their abilities of word recognition is behind other subtypes. 4. The study of" Low-achiever in metacognitive ability type "is similar as domestic and foreign study in good recognition and reading comprehension but metacognitive ability is not mentioned with foreign studies.

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