Dicto-Comp

Teacher reads a passage aloud twice; students then reconstruct it in writing from memory — aiming to reproduce the original ideas in the most accurate language they can.

Procedure

1. Prepare a short, content-rich text (150–200 words) at an appropriate level.
2. Tell students they will hear it twice and should not write during listening — only listen.
3. Read at natural speed. Students listen for content and language.
4. Read again. Students may jot very brief notes during this second reading.
5. Students reconstruct the passage in full from their notes and memory, aiming to match the original ideas as closely as possible.
6. Students compare in pairs, reconciling differences.
7. Display or distribute the original. Students identify where their version diverged — noting grammar, vocabulary, and structure differences.

Tips

• Distinct from Dictogloss: in dictogloss, students explicitly reconstruct in their own language and the comparison is the point; in dicto-comp, the goal is reconstruction close to the original, making it a more demanding accuracy task.
• The text topic matters: use content that hooks genuine interest — a short anecdote, a surprising fact, a mini-narrative. Meaning-focus during listening makes the reconstruction richer.
• For lower levels, allow one pass with note-taking permitted; for advanced learners, a single oral reading with no notes at all raises the challenge substantially.
• Keep texts under 200 words for this slot — anything longer eats the reconstruction and comparison phases.