本研究旨在探討學障學生與一般學生在 WISC-IV 表現之差異，本研究之對象為 404 位學障學生，以描述性統計、t 檢定進行分析，以瞭解學障學生與一般學生在 WISC-IV 的表現特質以及表現差異。本研究結果如下： 一、各分測驗得分表現，一般學生得分較為平均，而學障學生則落差範圍較大。在學障學生中有 2.72%的樣本符合由算術（AR）、符號替代（CD）、詞彙（VC）以及符號尋找（SS）為分測驗最低分之 ACVS 組型；至於部分 ACVS 組型則有 7.18%符合。 二、歷程分數表現，學障學生在 CAR 得分最高，最低是 DSB，且七項歷程分數皆低於常模平均。 三、學障學生在各指數分數間差距表現上，以 VCI-PRI 顯著百分比為最高，而 WMI-PSI 顯著百分比最低。 四、在指數分數上，學障學生以 PRI 的平均得分為最高，最低的則是 PSI。

The major purposes of the study were to investigate the different characteristics of Wechsler Intelligence Scale for Children- Fourth Edition (WISC-IV) between students with learning disabilities and normal students. The subjects of Students with Learning Disabilities were 404. Frequency distribution & t-test were used to analyze the valid data in the paper. The major findings of this study were as follows: 1. The performance of the score, the normal student's scores were more equal than the students with learning disabilities. Students with learning disabilities in 2.72% of the sample in line with “ACVS (AR, CD, VC, SS)”; as “part of the ACVS group type” were 7.18% of the samples comply. 2. The performance of the processing score, learning disabilities students who got the highest scores at CAR, and the lowest scores at DSB got scores lower than normal average. 3. The difference performance of index scores with learning disabilities, there was the highest significantly percentage in VCI to PRI, and the lowest significantly percentage in PRI to WMI. 4. The research results of index scores, learning disabilities students who got the highest scores at PRI, and the lowest scores at PSI.

學習障礙、魏氏兒童智力量表

learning disabilities, WISC-IV