University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 1 3 2012 06 21 In the present research the writing mistakes of ordinary elementary school boys and those with dysgraphia, have been compared and analyzed.Research sample was taken from six boy’s elementary school which was selected randomly among educational zones of Tehran city.Sample comprised 150 students of 3rd, 4th and 5th grade; 75 dysgraphic and 75 ordinary students.GPA,samples of handwriting and dictation of both groups were collected for assessment ,and a few interviews were conducted with In the present research the writing mistakes of ordinary elementary school boys and those with dysgraphia, have been compared and analyzed.Research sample was taken from six boy’s elementary school which was selected randomly among educational zones of Tehran city.Sample comprised 150 students of 3rd, 4th and 5th grade; 75 dysgraphic and 75 ordinary students.GPA,samples of handwriting and dictation of both groups were collected for assessment ,and a few interviews were conducted with 6 28 101 jld-1-3-91-4-1 FA M Akhavan Tafti Scientific Board member/ Alzahra University S Asadi Bideshki M.A Student of Psychology, Alzahra University Journal Article 2012 04 18 In the present research the writing<br />mistakes of ordinary elementary school boys and<br />those with dysgraphia, have been compared and<br />analyzed.Research sample was taken from six boy’s<br />elementary school which was selected randomly<br />among educational zones of Tehran city.Sample<br />comprised 150 students of 3rd, 4th and 5th grade; 75<br />dysgraphic and 75 ordinary students.GPA,samples of<br />handwriting and dictation of both groups were<br />collected for assessment ,and a few interviews were<br />conducted with teachers and parents of dysgraphic<br />students. Data was analyzed using descriptive and<br />inferential statistics and content analysis. Results<br />showed there is a significant difference between the<br />two groups in the type and frequency of writing<br />mistakes.A remarkable finding of this research is<br />about the result of between-grade comparisons which<br />showed a substantial decrease in types and frequency<br />of writing mistakes in ordinary students as grades<br />increase, while there was an increase or consistency<br />in writing mistakes over time in dysgraphic students.<br />Thus it can be councluded that dysgraphic students<br />don't benefit from the instructions that is based on<br />drill and repetition. In the present research the writing<br />mistakes of ordinary elementary school boys and<br />those with dysgraphia, have been compared and<br />analyzed.Research sample was taken from six boy’s<br />elementary school which was selected randomly<br />among educational zones of Tehran city.Sample<br />comprised 150 students of 3rd, 4th and 5th grade; 75<br />dysgraphic and 75 ordinary students.GPA,samples of<br />handwriting and dictation of both groups were<br />collected for assessment ,and a few interviews were<br />conducted with teachers and parents of dysgraphic<br />students. Data was analyzed using descriptive and<br />inferential statistics and content analysis. Results<br />showed there is a significant difference between the<br />two groups in the type and frequency of writing<br />mistakes.A remarkable finding of this research is<br />about the result of between-grade comparisons which<br />showed a substantial decrease in types and frequency<br />of writing mistakes in ordinary students as grades<br />increase, while there was an increase or consistency<br />in writing mistakes over time in dysgraphic students.<br />Thus it can be councluded that dysgraphic students<br />don't benefit from the instructions that is based on<br />drill and repetition. https://jld.uma.ac.ir/article_101_a7be7908557cc36c0169adf20f5dc3ec.pdf