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HANDWRITTEN DICTATION OF CAPITAL LETTERS AND COMPREHENSION TO SENTENCES IN FIRST GRADE PUPILS AT A SPEECH-THERAPY-TYPE PRIMARY SCHOOL AND AT A PRIMARY SCHOOL
Abstract
The objective of the research was to test the dictation of capital letters and comprehension to sentences in a sample of first grade pupils at a speech-therapy-type primary school (STPS) and a primary school (PS). The author investigated 46 pupils, of whom 13 from the speech-therapy-type primary school, 12 from primary schools for pupils with specific learning disorders and 21 pupils with typical development from a primary school. Results: Pupils from STPS (N=25) achieved an average score of 20.52 out of 34 points in dictation of capital letters and in comprehension to sentences 5.52 out of 9 points. Pupils from PS (N=21) achieved an average score of 27.29 out of 34 points in dictation of capital letters; in comprehension to sentences 6.52 out of 9 points. Conclusion: PS pupils achieved a significantly better result in the dictation of capital letters than STPS pupils (p=0.0007). PS pupils achieved a statistically significantly better result in the comprehension to sentences than STPS pupils (p=0.04). There is a significant correlation between the score of comprehension to sentences and the score of dictation of capital letters in the pupils of the selected sample (N=46, correlation rate r=0.30).
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