Identifying Errors Made by Elementary School Students in Dictation
Document Type : Scientifc
Authors
1 University of Tehran
2 Assistant Professor, Department of Curriculum Development & Instruction Methods, Faculty of Psychology and Education, University of Tehran
Abstract
Spotting common errors can help understand the causes of these errors and provide effective solutions for eliminating or modifying them in primary school children. The aim of present study is identifying the amount of writing dictation errors in girls’ and boys’ students in first, second and third grade of primary schools in third region, Qom province. The subjects of this study contain 631 students (305 girls and 325 boys) that were collected by multistage cluster sampling. Data were collected and analyzed by evaluation of students’ dictation notebooks and using list checkout that is scholar made and it is based on Tabrizi theoretical framework. (2013). The results showed that the most dictation mistakes are type of visual memory and the least dictation mistakes is type of sequence visual memory. This error in girls of third grade (22/67%) was higher than boys (21/58%). There weren’t any symmetry writing and inverted writing in students. Among the observed errors visual memory and dysgraphia in female students were maximum but in male students’ carelessness error, sensitive auditory memory and visual sequence memory were maximum. Regarding the fact that students have the least mistakes average in visual sequence errors and have the most mistakes average in visual memory, training and precision, Additional attention is required on such domains.
Keywords
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Volume 1, Issue 1
WinterMarch 2018Pages 68-82
- Receive Date: 07 July 2017
- Revise Date: 10 November 2017
- Accept Date: 05 February 2018