The present research was conducted with the purpose of comparing academic achievement with classification of dictation mistakes of bilingual (Arabic – Persian) and monolingual (Persian) students and frequency distribution of their mistakes and comparing these groups with each other. For this purpose, using multiple cluster random sampling method, a sample including 200 students in the city of Ahvaz, 100 monolinguals (50 girls – 50 boys) and 100 bilinguals (50 girls – 50 boys), was selected. In order to collect data, a 40-word dictation was prepared by the researcher with the cooperation of experienced teachers of the schools and total grades of each student in the courses: dictation, sciences, mathematics and Persian, were calculated. Descriptive statistic methods (table and diagram) and inferential statistic methods (chi-square test, t-test and two-way analysis of variance (ANOVA)) were used to analyze collected data. The results indicate that academic achievement of bilingual students is lower than monolingual students and in grand total frequencies, dictation of bilingual students has the most mistakes, and the most mistakes of bilingual students is relevant to the accuracy, educational errors and audio sensitivity, and the least mistakes are relevant to dyslexia and visual successive memory. For monolingual students, the most mistakes are visual memory and accuracy and the least mistakes are dysgraphia.
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