Article

Writing Dictation in the First Grade: Cluster Predictability of Mother's Stress in Academic Guidance and Writing Instruction

Author

Choi Naya, Jun Eunock, Song Jae Myeong

Information

pp. 223~247 / 2018 Vol.25 No.2

Abstract

This study was conducted to classify the dictation performance of first grade children depending on thepractice and to investigate the effect of mothers' academic guidance stress and writing instruction onclustering. Participants were 181 students in 8 classes of 4 public schools in Seoul and Gyeonggi province,and their mothers also responded to the questionnaire. We conducted correlation analysis, ANOVA,post-hoc test, cluster analysis, and multivariate logistic regression analysis. The main results were asfollows. First, There was a moderate correlation between the regular and impromptu test scores. Second,while most children were good at regular dictation, but they showed various performances in theimpromptu dictation. And there is a group that require academic intervention. Third, the mothers ofchildren with low dictation scores were more stressed on academic guidance, and instructed their childrento practice more. Fourth, mother's academic guidance stress, amount of instruction for dictation, andpreschool emergent writing instruction were found to be predictors of practiced-impromptu dictationclusters. In conclusion, writing practice through memorization and repetition does not guarantee actualability, and children with difficulty in writing should be intervened early. Also, it is desirable to usedictation as a teaching/learning method, not a meaningless evaluation.

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