Comparison of effectiveness of special and non special classroom teaching methods on third grade students on writing skills in Ramhormoz

This research was conducted to compare the effective –ness of special (formal) classroom teaching methodology with non-special teaching approach on the writing skills of the 3 rd Grade girl students in RamhormozCity. The research methodology was field experimental. Three groups of students were selected by using simple random method, from Ramhormoz 3rd grade students. One group received special classroom method another was exposed to non- special out- of –classroom method, and the 3 rd group received no instruction. The sample size totaled 52. Research data consisted of student's score on & writing skills and mean 3 cores of student's composition tests of the 1st and 2nd semesters. The experimental group received 8 session (of one hour durative) instruction in 8 areas including: oral composition, blackboard composition, in-class written composition, at home composition, precise writing, and drawing. The students were post-tested at the end of the 2nd semester and their composition papers were graded. The scores of the groups were subjected to t-test (independent group) and one way ANOVA. The results showed that there was a significant difference between performance of the 2 experimental groups and the witness group. The performance of the 2 experimental groups did not exhibit a significant difference.