Introduction: Dictation as an important academic ability involves divers cortical processes so that anyudproblem in one of them may lead to a dictation error. Identifying current dictation errors helps specialistsudto understand its causes more comprehensively and to use the most effective interventional approaches.udThe aim of this study was to compare the most common dictation errors between primary students ofudSemnan and Babol cities in Iran.udMaterial and Methods: In this descriptive-analytical study, dictation samples of 2215 Semnan’sudprimary students and 1664 Babol’s primary students were collected. All of participants had normal I.Q,udhearing skills and cranial nerves functions. Dictation materials were chosen from their books and dictatedudby their teachers. All of errors were categorized according to error kinds.udResults: There were significant differences between Semnan’s and Babol’s primary students accordingudto the frequency of dictation errors and their grades. Some of errors such as visual memory, educationaludand dysgraphia errors were significantly common between groups and all grades. Semnan’s primaryudstudents had more dictation errors in first and second grades than Babol’s primary students, although thisudcondition reversed in other grades.udConclusion: Dialect may influence dictation and its errors so there should be various therapeutic andudeducational focuses for different dialects. The highest levels of visual memory, educational and accuracyuderrors mean that it is necessary to pay more attention on their prerequisites developmental skills toudprevent and to treat them.
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