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ERIC Number: EJ1264567
Record Type: Journal
Publication Date: 2020
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2311-6897
EISSN: N/A
Effects of Listening/Reading Comprehension and Morphological Awareness on First Graders' Writing to Dictation: A Comparison of the Effect of Memorization
Choi, Naya; Kiaer, Jieun; Jun, Eunock; Kim, Taeyeon
International Journal of Education and Practice, v8 n2 p278-288 2020
The purpose of this study was to determine whether the cognitive abilities of listening and reading comprehension and morphological awareness affect children's writing to dictation. Data were collected from 194 first-grade elementary schoolchildren in South Korea on the effects of repetitive practice and memorization by comparing impromptu and one semester's regular dictation tests. The results first revealed that spelling, spacing, and punctuation were highly correlated with the three cognitive abilities in the impromptu writing to dictation, but far less in the regular dictation test. Second, it was found that children's listening and reading comprehension and morphological awareness influenced their spelling, while reading comprehension and morphological awareness affected spacing and punctuation significantly in the impromptu dictation test. However, in the case of the regular dictation test, which involved memorization, the number of significant factors was small, and final explanatory power of those cognitive abilities was much smaller.
Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A