Having gathered the valid and endorsed resources, Bayhaghi re-narrates them in a factual way. Relying on the techniques of story-writing, he explains and scrutinizes the history. He accomplishes it in both terseness and sometimes in details; and in this way he reveals valuable information about social history. His techniques are much like the scientific approach which is dependable in modern history-writing. These modern and raw skills are stemmed from specific religious, politic, and social tenets and somewhat hereditary. As the last generation of writers and historians, Bayhaghi is of the expertise who has accomplished a balance between literature and history in his period of life. Characteristics which can be considered as the advantages of writing method in the history are abundantly seen in his works. To the above specifications one can add frankness, telling the truth, truthfulness in expressing the matter based on the reliable documents, lack of prejudice and lack of impartiality, love and hate, rationalism and terseness in history-telling are of these techniques and skills.

Today, the importance of writing as a way of exchanging information and expressing thoughts is much more evident. In schools and universities of developed countries, special attention is paid to writing and writing skills, since competence in "writing" leads to the development and development of the mother tongue and can contribute to the consolidation of the roots of the mother tongue. In elementary school in Iran, many books are taught. But there are classes for which there are no special books, such as "writing". The teachers teach this lesson, given that there is no specific book for this lesson according to their taste. So teachers may first give the subject matter to the students and give necessary explanations about it. In future meetings, they ask students to read the topics they wrote about the subject of writing the week before. The entries are then graded by the teacher. This method of writing makes students disinterested in writing because students, especially elementary school students, know nothing about how to write properly and get confused when writing. In Iran, reading skills in schools are restricted to reading only, and writing skills are limited to independent time students only until the end of the first year of high school. This skill is practically neglected in secondary school as a marginal course and a subset of the Persian language book (Hosseini Nejad, 2007). The lack of a book or a specific resource for teaching essay, the lack of specific indicators for evaluating essay and poor teacher knowledge of active and creative teaching methods in essay are problems of writing. Overall, numerous theoretical foundations and backgrounds suggest that researchers are focusing on important writing skills as one of the basic skills for elementary school students that highlights the role of the school and school environment in developing this skill. The overall results of the above backgrounds show that many researchers have focused on identifying the relationship between progress in writing on other educational variables such as creativity or the effectiveness of a variety of teacher teaching methods. In the meantime, there is a vacuum of research evaluating the effect of writing techniques on the development of writing skills in students. Despite the efforts of education researchers in this field, this gap is still tangible and it is necessary to introduce these techniques and determine their impact on the development of students' writing skills. Therefore, the present study seeks to identify more precisely its effects on students' learning and improvement of their writing skills by introducing a standard set of writing techniques. So, this study aimed to examine the effectiveness of writing techniques on academic achievement of elementary school students. Method: The research method was semi-experimental with pretest-postest and control group. The population consisted of all female students in the sixth grade of elementary region 2 in Yazd. Thirty students randomly divided into control and experimental groups of fifteen. It was also tried to control the disturbing variables by matching the subjects and randomly selecting them. The experimental group learned for six sessions, essay writing techniques (including shorthand, simple programming, rules, introductions, Wrap-up, conclusions) and the control group spent writing class without learning composition techniques. Academic achievement tests were administered from two groups, before and after the intervention. Data were analyzed using descriptive and inferential statistical methods in the form of ANCOVA. Findings: The results showed that the composition techniques dramatically affect the students’ academic achievement. According to the results, the adjusted mean of "summary" post-test scores in the experimental group was higher than the adjusted mean of "summary" post-test scores in the control group. Given that the test results showed that the scores of the experimental group in the post-test summary were significantly higher than that of the control group, it can be claimed that within the limitations of the experimental design, enlightenment training correlated with the progress of student summary writing. Therefore, the hypothesis is confirmed. Show more Show less According to the results, the adjusted mean of the post-test "simplification and checking" scores in the experimental group was higher than the adjusted mean of the post-test scores in the control group. Given that the results of the test showed that the post-test scores of the experimental group significantly increased compared to the control group, it can be claimed that, within the limitations of the experimental design, writing instruction increased students' 'writing and checking skills'. Therefore, this hypothesis is confirmed. Conclusion: The results of this study showed that using "writing techniques" is related to the improvement of students' writing skills. Using this approach as an effective tool to enhance students' writing skills can be helpful. Obviously, writing skills are one of the basic skills in the field of literature, which due to their high role in advancing the scientific goals of other courses should also be considered with special attention. In explaining the findings of the present study, it can be acknowledged that writing skills, among other educational skills more than other skills, depend on the educational environment, school priorities, as well as teacher skills in education. Standard writing is a skill that few in the family can devote to that time and attention and are often entrusted with school education. If students get acquainted with the simplest writing standards early in school education and then learn and apply more and more of these standards in the following school years, it is certainly in the academic years that this skill as one of Looking at the core lessons, they can perform better. On the other hand, improving students' writing skills requires educating teachers in this field. As studies show, teachers will find students more effective at writing skills and teaching methods after the training. Unless your elementary school teacher is proficient in writing techniques and standards, one cannot expect to help students with writing skills. Therefore, based on the findings of the present study, the following suggestions are made: - Compiling a curriculum guide - Developing a teacher guide for essay and curriculum development - Provide in-service training for elementary teachers - Teaching students writing techniques - Increase essay class hours per week

Background: Learning disorders of slow learners have a negative effect on their education and skills related to education, such as writing, reading, math, etc. slow learner’s children have a different understanding of what they see and hear, and it is difficult for them to learn new information and skills. Despite the fact that these children constitute a large group of students, they have rarely been investigated in research. Aims: This research was conducted with the aim of determining the effect of teaching prerequisite academic skills on the prerequisite writing skills and prerequisite reading skills of slow learners. Methods: The current research design was semi-experimental, pre-test-post-test and 1-month follow-up with a control group. slow learner’s boys and girls in preschool centers in Ahvaz in the academic year of 2022-2023. Using multi-stage random sampling method, 40 eligible slow learners’ children were selected and randomly placed in two experimental and control groups. In this research, to collect data, a scale was used to determine the level of basic skills and educational prerequisites of slow learners in the preschool period (2016). Multivariate covariance analysis was used to analyze the research data. Results: The results of the research data showed that teaching prerequisite academic skills has a significant effect on the prerequisite writing skills and prerequisite reading skills of slow learner’s preschool children. Also, the findings showed that over time and after a one-month follow-up period, these effects remained at a significance level of p< 0.01. Conclusion: According to the findings, it is concluded that the prerequisite writing skills and prerequisite reading skills of slow learner’s preschoolers in the group that received training on prerequisite academic skills were significantly higher than the group that did not receive training on prerequisite academic skills. Therefore, it is necessary to put the education of pre-requisite academic skills on the agenda of preschool centers.

The purpose of this article is to investigate the differences in the writing skills of student-teachers of Farhangian University based on Grice's theory of writing skills. This study was carried out using a descriptive-analytical and qualitative method, with the purposeful selection of two classes of students entering the year 2018, majoring in elementary education. To measure writing skills, an essay text with a specific and identical topic, based on Grice's four principles, was used. The obtained results showed that the students' writing skills were based on the training provided at the university in 2023, has grown significantly. The students' writing skills in 2018 were lower than average, but by 2011, providing appropriate training, students' writing skills have grown appropriately. Therefore, providing training and writing skills has improved the quality of writing skills of Farhangian University students. Narrative research, action research, lesson research and lesson study are suggested to improve the writing skills of students.

writing is the most complex language skill, which requires the acquisition of many cognitive and metacognitive skills, which are realized with regard to the emotional and social dimension. The sample examined was the students of my class, and I came to the conclusion that during the past year, due to the presence of Corona and the lack of attendance in the classroom, students could not easily write and express their thoughts, and writing was not attractive to them. Inadequacy had even affected the way they answered in written lessons. In this research, I examined writing and its problems and presented strategies to deal with it. The findings indicated that the methods used (summarization, memory) writing, report writing and story writing) has been effective for improving writing.

This study is aimed at investigating the writing skills of students with attention deficiency (attention deficit disorder). As a part of their assignments, middle school and high school students in India are required to write character sketches. In this study it was observed that students faced difficulties in imagining different aspects of the character. As a result they wrote short, incomplete and poorly detailed character sketches. According to a study , the problems students face while writing in English include grammar, syntax, spelling, punctuation and choice of vocabulary. This study is aimed at investigating the development of writing skills in students diagnosed with an attention deficit. Bronfenbrenner’s ‘Nature vs Nurture’ model was used to create a template for writing character sketches. Character sketches written by 10 students with AD were examined before and after the introduction of Bronfenbrenner’s model using a rubric. When Bronfenbrenner’s model was introduced to them, their ability to write a character sketch increased by 50 to 70 percent. The incorporation of Bronfenbrenner’s model helped the students form fuller character sketches by considering the different influencers in Bronfenbrenner’s ‘systems’ and their interactions with them.

Background & Objective: Specific learning disability is among the most destructive issues for the educational system. Every year many students with a diagnosis of specific learning disability being diagnosed. They have many problems in learning the lessons because of their failings to understand some special academic materials. Despite the normal emotional quotient, those students who are afflicted by this phenomenon that they do not have the expectable academic performance. They also have many problems in another aspect of the life. One of the factors, which play an important role in the emergence, and continuation of the specific learning disability is perceptual disabilities, especially inability in perceptual motor activities. However, the most debilitating factor is a failure in information processing (i. e. attention, perception, memory and language), which leaves irreparable effects on learning disabled students’ thinking, listening, and learning. Hence, paying attention to learning disabled students’ perceptual– motor skills is of paramount importance. Thus, the purpose of the current research was to study on effect of perceptual– motor skills training on the academic performance of students with specific learning disability. Methods: The design of the current study was a quasi– experimental type in nature. The population consisted of all the 217 male and female elementary school students who were diagnosed as specific learning disabled in Sari city (Mazandaran province, North of Iran) during the academic year of 2012– 2013. Using a simple random sampling method, 50 students were chosen and divided into control and experimental groups with 25 members in each group. The research tools were included of Ravens’ IQ test and a teacher– made test. Both tools have needful psychometric criteria. At the beginning of the study, both of groups took part in the pre– test, then experiment group members received a period of perceptual– motor skills training while the control group was left without any intervention (they were continuing the traditional education system), and at last, both groups took part in the posttest. After collecting the raw data, both descriptive and inferential statistics were used for data analyzing. In order to test the hypotheses of the research, the analysis of covariance (MANCOVA), as a parametric test was used by using the SPSS version 18 software. Results: After analyzing the data, the results showed that the perceptual– motor skills training had a significant effect on the improving reading (p≤ 0. 001), writing (p≤ 0. 001) and mathematical (p≤ 0. 001) skills of the students with specific learning disability. Conclusion: Providing perceptual– motor skills for students who afflicted by the specific learning disability could lead to an improvement in students’ academic performance generally and their reading, writing and mathematics skills specifically. Although the effectiveness of perceptual– motor skills for students with a specific learning disability could be related to many factors, but it appears that its major effects arise from the positive affect of the treatment on the attention, concentration and other executive functions, which they affect the reading, writing and mathematics skills of the students directly. Therefore, considering the results of this study, the treatment can be suggested to all the experts in the field of specific learning disability disorder.