Synoptic study of the bibliography of the language teaching methods indicate that primarily, audio visual methods using applied linguistics have made the oral language outstanding and eminent .Since then, the new methods of language teaching have offered appropriate written exercises to the language learners. Due to the significance of the electronic communication in the present societies, the written language has become conspicuous, and therefore its socio-cultural role should be considered in the formulation of these methods. The present essay is aiming to demonstrate the deficiencies of the DICTATION teaching in different methods in order to encourage the trainees to compensate these shortcomings. Thus, the students could learn the regulations concerning the code of written language and become able to write and to read variety of messages (i.e. SMS & E-mails).

DICTATION is one of the most important educational and writing skills that needs a lot of mental processes. Any defect in any part or process can lead to a written error. Identifying common errors can help to better understanding of the sources of these errors and provide effective ways to remove or modify them in elementary school children. This study examines the problem of the DICTATION module for a student named Moeen who is studying at the first grade in elementary school. By examining the sources and symptoms of DICTATION disorder in Moeen, it was found that his disorder was due to dysfunction, duplication, or reversal, a lack of concentration, and reluctance. I presented several solutions to treat this disorder. Using these solutions had great impact on the treatment of dyslexic disorder in the student. Finally, I found that the strategies had been able to prevent to a large extent the repetition of his repeated duplication errors, in particular Dysfunctional, reverse-digitizing, and other lessons, so that the students themselves, family, teachers and colleagues at school expressed satisfaction with the treatment of student DICTATION disorder. In this regard, suggestions are being made for the treatment of student DICTATION disorders. Accordingly, in this paper, through using action research and analytical method, and reviewing the existing literature, we tried to explain the issues of DICTATION disorders to take effective steps to improve the problems of DICTATION. Due to the lack of quantitative or other scoring methods in the elementary period, direct observation of classroom and home assignment is used to measure writing and detecting the student’ s DICTATION disorder.

The purpose of the current study is to evaluate the effectiveness of the application of audio-visual mnemonicsin DICTATION instruction to children with DICTATION disorders in the First Grade of the elementary school. The research was quasi-experimental with a pre-test-post-test design including a single group. Research sample consisted of 15 students with DICTATION learning disorder who were randomly selected. The subjects participated in 8 DICTATION training sessions in which mnemonics were made use of. The participants were asked to sit for a teacher-made DICTATION test as the pre-test and post-test. Data were analyzed using a dependent statistical t test. The results showed that the use of mnemonics increases DICTATION learning. Thus, the application of mnemonics for DICTATION instruction for children with DICTATION learning disorders is effective.

The aim of this present study is identifying the potential factors involved in DICTATION disruption in primary school students. For this purpose, a descriptive phenomenological method was used. 23 semi-structured interviews were completed by 14 primary teachers and 9 experts. The data analysis was conducted through Colaizzi's seven-step method, to identify and classify first 101 codes, 19 sub themes and 7 main themes. Member checking, triangulation and Prolonged Engagement were employed to validate the findings of External audit. The main extracted themes included: psychological, environmental, linguistic, program, understanding, personal, and physiological factors. The results revealed that elementary school students face numerous and variety of DICTATION disorders and this necessitates the immediate and serious attention and action of primary education administrators in order to improve the quality of DICTATION teaching, the process of assessing academic achievement and preventing the aggravation of its consequences. Based on the obtained results, the recommendations are presented for improving the status and providing context for reducing the disruptions.

The concept of linguistics transcends specific languages or communities in today's rapidly evolving world. Bilingualism has become increasingly prevalent in various countries, even in smaller cities. In many nations, the formal language of education differs from students' native tongues, and this distinction can exert both positive and negative influences on students' academic performance. Concurrently, the English language is experiencing a surge in popularity in Iran, with many individuals eager to acquire proficiency in this global language. This comparative survey aims to explore the impact of bilingualism on the DICTATION scores of secondgrade elementary students studying English at the Iran Language Institute (ILI). The study involves 30 bilingual students in Tabriz and 30 monolingual students in Tehran, encompassing both genders. To ensure the comparability of students' educational levels, a preliminary step involved administering the Raven intelligence test. The resulting scores were subjected to ANOVA analysis. Subsequently, a DICTATION test, consisting of 40 words, was administered to the students, and their scores were subjected to an independent t-test. This DICTATION test underwent rigorous design and validation processes, which included input from four elementary school teachers. The final findings of the study indicate that there is no statistically significant relationship between bilingualism and DICTATION scores, nor is there a significant correlation between gender and DICTATION scores.

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

Objective: Phonological awareness is a part of linguistic knowledge and has a direct and significant relationship with literacy and reading and writing. Phonological awareness includes syllable awareness, intra-syllabic awareness and phoneme awareness. Research on a variety of languages shows a relationship between phonological awareness and spelling. The aim of the present study was to examine this relationship in Persian language. Method: This was a cross-sectional study. The study was carried out on 219 second grade girl and boy primary schoolchildren in the city of Karaj, Iran, who were selected using random cluster sampling method. First, the Phonological Awareness Test was performed individually on each subject. In the next step the DICTATION test was given to each class as a group. Results: The results showed that total spelling score had a significant relationship with total phonological awareness score. From among the different parts of phonological awareness, syllable awareness showed the least and phoneme awareness showed the highest correlation with spelling score. Conclusion: As with children with other languages, in Persian speaking children there is a relationship between phonological awareness and spelling skills.