對於每一個學生來說，書寫技能都是一個具有挑戰性的複雜過程，那對於有著書寫困難的中文閱讀障礙學生，更加具有挑戰性。書寫是一個需要高度自我調節的過程，其中涉及到對字形、筆畫、結構等多個方面的控制，而「精細動作能力」則是實施這些控制的基礎，越來越多的研究者重視精細動作能力的作用以支持書寫表現，然而，過去的研究中鮮少提及自我調節能力對於書寫表現的影響。本研究目的為探求自我調節能力在中文閱讀障礙學生的精細動作能力和書寫能力中的調節作用，以相關性研究方法，使用標準化測驗工具蒐集相關資料，以臺灣地區的國民小學三年級中文閱讀障礙學生為主要實驗對象，普通發展學生為對照比較對象，收集各50位研究對象的測驗結果，所得資料將以共變異數分析、t檢定、多組調節分析與拔靴法進行統計分析。研究結果顯示：
（一）精細動作能力差異：中文閱讀障礙學生的精細動作能力顯著低於普通發展學生（p<.001），且此差異不受年齡、非語文智商或識字量影響。
（二）自我調節能力的調節效果：在近距抄寫與基本寫字能力任務中，自我調節能力對中文閱讀障礙學生的精細動作與書寫表現具有顯著調節作用（β=0.088，p=.011；β=0.056，p=.025），且需達到特定閾值（自我調節能力≥ 34分）方能有效補償動作缺陷。
（三）任務複雜度的影響：自我調節能力的補償效應在低認知負荷任務中更為明顯，但在高複雜度任務中則受限於正字法知識不足。
本研究驗證了自我調節能力在中文閱讀障礙學生的書寫歷程中扮演關鍵角色，並提出「認知資源動態分配」模型，強調結合動作訓練與自我調節策略的介入必要性。研究結果對特殊教育實務具有重要啟示，建議設計分階段的整合性教學方案，以提升中文閱讀障礙學生的書寫效能。

For young children, learning to write is a challenging and complex process. More challenging for dyslexia with writing difficulties. Handwriting is a highly self-regulated process that involves controlling aspects such as letter shapes, strokes, and structure, with fine motor skills being the basis for these controls. Increasingly, researchers are emphasizing the interaction between self-regulation and fine motor skills to support writing performance.However, past research has seldom mentioned the impact of self-regulation on writing performance.This study aims to investigate how moderation effect of self-regulation on the relationship between fine motor and handwriting of Chinese children with and without dyslexia. Using a correlational research, standardized testing tools will be used to collect relevant data from third-grade students with dyslexia in elementary schools in Taiwan, with typically developing students serving as the control comparison group. This research collected test results from 50 students in each group. The data analyzed using ANCOVA, t-test, multi-group moderation analysis and bootstrapping.
Key findings revealed:
1. Fine Motor Skill Differences: Students with dyslexia exhibited significantly poorer fine motor skills than their typically developing peers (p < .001), a difference that persisted even after controlling for age, non-verbal IQ, and word recognition ability.
2. Moderating Effect of Self-Regulation: In near-point copying and basic writing tasks, self-regulation significantly moderated the relationship between fine motor skills and writing performance (β=0.088, p=.011; β=0.056, p=.025). However, this
compensatory effect only emerged when self-regulation scores reached a threshold (≥ 34 points).
3. Impact of Task Complexity: The compensatory role of self-regulation was more pronounced in low-cognitive-load tasks but diminished in high-complexity tasks due to limitations in orthographic knowledge.
This study confirms the critical role of self-regulation in the writing process of Chinese students with dyslexia and proposes a "dynamic cognitive resource allocation" model, emphasizing the need for integrated interventions combining motor training and self-regulation strategies. The findings provide valuable insights for special education practices, suggesting the development of phased, multi-component instructional programs to enhance writing proficiency in students with dyslexia.