The purpose of this study was to determine the role of sixth grade curriculum in encouraging students to study. Qualitative research method is in the form of analyzing qualitative content and basic theory as process, not as a product. The population of the study was all sixth grade elementary school textbooks in 2012-2013 and sixth grade elementary school teachers in Karaj. The informants were 9 textbooks by census method and 19 teachers from the sixth grade by purposeful sampling and observing theoretical saturation. The research tool is a semi-structured content analysis checklist and interview. The findings suggest that sixth-grade textbooks encourage students to directly and indirectly study. There are concepts in the textbook that asks students to study and collect information from a variety of sources. Teachers sometimes encourage students to study but they do not consider the process. Varied resources and materials that encourage students to study in elementary schools.

Reading is one of the most important language skills that students begin to learn it in primary school by means of Farsi textbooks. Reading fluency and reading comprehension are necessary for acquiring reading skill. Orthography systems of every language effects on reading. Researchers believe that reading of deep orthography is harder than shallow one. Farsi is one the languages with deep orthography system, because there isn’t one by one correspondence between orthography and speech. The aim of this research is replying to these questions: how much is the orthography depth in Farsi textbooks of primary schools and its relationship with reading fluently. For this purpose, the orthography depth was evaluated in Farsi textbooks from first grade to sixth in primary school. After that reading fluency tests were taken from students of grade one to six in primary school based on chosen texts. Fluency test scales were correctness, speed and intonation of reading. The Samples were students in primary school in Semnan in 1397-1398 school year. 402 students from different primary school, grade one to six took part in reading fluency tests. Results show that the distance between writing and reading is 1,42 phonemes in Farsi textbooks, and there is no significant relationship between orthography depth and ability to read fluently in primary schools. Reading is one of the most important language skills that students start learning in elementary school by using Farsi textbooks. Acquiring reading skills requires the ability to read and comprehend. Orthographic systems play an important role in the reading skills of any language. Researchers find it more difficult to read deep orthography systems than shallow ones. Persian is a language with a deep orthography, because there is little correspondence between its writing and speech system. One of the most important issues in education in primary school, which faces serious and fundamental challenges, is reading skills. The results of the performance of Iranian students in the PIRLS test are a documented example that has attracted the attention of many experts in related sciences. PIRLS is an international study of reading literacy development that examines beginner literacy in reading skills around the world. Iranian fourth grade students have participated in 2001, 2006, 2011 and 2016 exams. The results of these tests show that the score of Iranian students is significantly lower than the global average score, so that in 2016, Iranian students with a score of 428 were ranked 45th among the 50 participating countries. Numerous factors such as educational, social, linguistic, cultural, etc. are involved in the emergence of this challenge. Spoken and written language, as one of the most important tools of communication and education, plays an important role in the growth and development of learning. Reading is a skill that is based on the written system and requires the adaptation of the written form to the spoken language. Regarding the issues related to reading in schools, the purpose of this study is to investigate the effect of orthography depth on reading skills in primary schools. The research method of this study is descriptive-analytical. The population and the statistical sample of the research for calculating the orthography depth are Farsi textbooks grade one to six in primary schools. The statistical population to determine the level of fluent reading, are all elementary students in primary school in Semnan in the academic year 1397-1398 . 402 students in the first to sixth grades of elementary school are the statistical sample of the study. Data were analyzed using descriptive and inferential statistics (Pearson correlation coefficient). The results of this research can be instructive and effective for compiling the course content and teaching it, especially for teaching reading skills. This study seeks to answer the following questions by examining the role of Persian orthography system on reading skills in elementary schools: 1. What is the orthography depth of language in primary Farsi textbooks? 2.What effect does orthography depth have on the reading skills of primary school students? The following hypotheses are proposed for the research questions: 1. The distance between writing and speech (orthography) in Persian books is large. 2. High orthography depth in Persian books has a negative effect on students' reading skills. The results obtained according to the research questions are as follows: The first research question A review of Farsi textbooks for the six elementary grades shows that the average distance between writing and speaking is 1.41 phonemes. Orthography depth from the first grade to the sixth grade shows an increase, which is educationally desirable, because according to the educational principle, the presentation of content is from simple to complex. Research question 2 According to the orthography depth in different grades: 1.28 in the first grade, 1.30 in the second grade, 1.30 in the third grade, 1.46 in the fourth grade, 1.49 in the fifth grade and 1.50 in the sixth grade and the average scores obtained in the fluent reading test indicates that the orthography depth does not have a significant effect on students' fluent reading performance. Pearson correlation coefficient was used to determine the relationship between orthography depth and fluent reading. The processing of the fluent reading score and the average orthography depth in SPSS software showed that there is no significant relationship between them. Comparison of the average score of orthography depth and fluent reading in each educational level also confirms that although the orthography depth is lower in the first to third grades, but their fluent reading score is lower than the fourth to sixth grades which have more orthography depths. The result obtained in this study shows that in Persian there is no significant relationship between the orthography depth system and fluent reading skills. Although, according to this study, the depth of Persian orthography has no significant relationship with students' fluent reading skills in primary school, but it is necessary for authors and teachers in developing and teaching educational materials to enhance reading skills, especially in Farsi textbooks so that students learn to read as a key skill in acquiring knowledge.

The purpose of this study was to examine the consequences of the proximity of 6th graders and first graders in the new structure of Iran primary education, with respect to bullying and aggressive behaviors. This research is a practical study in its purpose, and a survey one, in the manner by which it is carried out. Statistical population of this study includes all first- and sixth-grade students studying in elementary schools of Kashan in the 2016-17 academic year. The size of the selected samples included 389 of first-grade students and 464 of sixth-grade students who were selected by using multi-stage cluster sampling procedure. To collect data, two questionnaires called Bully & Victim (Chan, Myron & Crawshaw, 2005) and Student School Survey (Hamburger & Basile, 2011) were employed. Reliabilities of the questionnaires for first-grade students and sixth-grade students were estimated to be 0.84 and 0.73 respectively. The analysis of data showed that the existence of 6th graders has boosted bullying and violence in primary schools. It’s very important to consider gender as an underlying variable in our explanations. The boys studying in 4-6th grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in 1-6th grade schools. It seems that the proximity of 6th graders to first graders affects boy’s schools and girl’s schools differently with respect to bullying and violent behaviors. Male six graders were found to perpetrate more physical and psychological harassment on first graders compared to the female ones.

This study aimed to investigate the psychological status and academic achievement of male and female sixth-grade students in the new structure of elementary education. Most recently, the sixth-grade was integrated into the elementary school, and as a result, nowadays there are two types of elementary schools (1-6th grades and 4-6th grades) in most cities in Iran. The target population was comprised of 464 male and female students studying at the sixth-grade of elementary schools in Kashan. The data collection tool utilized for this study was Student School Survey which included nine key components for analyzing students’ behaviors and attitudes. The results indicated that the combining factor (girls versus boys) and the structure factor (4-6th grade versus 1-6th grade) had a significant multivariate effect on dependent variables. The boys studying in 4-6th grade schools scored significantly lower in the components of observation, action and complicity in violent behaviors than their peers in 1-6th grade schools, and although the self-concept score of the first group was significantly lower, their score in ethics was significantly higher. With regard to girls however, those studying in 1-6th grade schools scored higher in the components of trust and social cohesion, positive attitude towards school, self-concept and ethical orientation in comparison to their peers in 4-6th grade schools, and they were, of course, significantly more victimized by violent behaviors.

The Level of Active Involvement of Sixth Grade Elementary Students with the Content of the Book Social and Mathematical Studies from the Perspective of Teachers in Tafresh City.The present study was conducted with the aim of (the extent of active involvement of sixth grade elementary students with the content of the book Social and Mathematical Studies from the perspective of teachers in Tafresh city). The method of this research was Mojtawa analysis technique based on students' involvement coefficient in three components of text, questions and images. The statistical population of this study was the textbooks of social studies and mathematics in the sixth grade of elementary school in which all texts, questions and images in both books were analyzed. The results showed that the rate of active involvement in the text of the sixth grade social studies textbook was 1.35, the questions were 1.13 and the images were 0.69. Also, these results were 0.73, 4.74 and 1.44 in the sixth grade mathematics textbook, respectively, which can be said that the sixth grade social studies textbook has been actively compiled in all aspects. The text and image of the math textbook is also active, but the sixth grade math textbook questions are too active and will cause students dissatisfaction and boredom.

The aim of this study was to investigate the role of the life quality in school and academic self-concept on their academic engagement in Salasbabajani fifth and sixth grade students. The research method was descriptive correlational (path analysis). The population of the study consisted of all students in fifth grade and sixth grade (420) in Salas Babajany. Using Stratified random sampling method, 210 subjects (100 males and 110 females) were selected. Quality of Life School Questionnaire, academic Self-concept and academic engagement was used to collect data. The results of the analysis showed that school life quality, directly (β=0/519) and indirectly (β=0/519) through academic self-concept affects. Also, academic self-concept directly (β=0.347) effect on academic engagement. The best way to predict the academic engagement direction path of the quality of life school to academic engagement. Therefore, it can be concluded that school life quality and academic self-concept are significant variables in relation to student's academic engagement.

The aim of this present study is improving the spelling problems of the sixth grade students of Bahar School in Aligudarz. The current research is a descriptive research that was conducted as an action research.The statistical population of this study consisted of all 28 sixth grade students Bahar Primary School of Aligudarz city in the academic year of 2019-2020 and all statistical population was selected as a sample. The method of collecting information is the observation and checking of students' spelling. In order to optimize the spelling teaching method (as a subject that can be taught, not as a lesson that is always evaluated), along with the traditional dictation method, new spelling teaching methods, providing spelling teaching worksheets, reinforcement methods Visual memory and... were used and the words were presented to the students in the form of slides. Based on the results, corrects the spelling problems of sixth grade elementary students, and their writing skills, accuracy, attention, and visual and auditory memory improve and remember things better, and write words better.

Identification of risky decision making trajectory can be used for determination of proper ages for prevention and intervention. The aim of this study is determination of developmental trajectory of risky decision making in Iranian Children. In present cross sectional study, Two hundred forty students of elementary school with classified random sampling participated in four region of Tehran. Neurocognitive Test of Balloon Analogue Risk Taking Task was used for evaluation of risky decision making. One way ANOVA and Tukey Post Hoc tests were used for analysis of data. Findings show that risk taking is significantly different in different grade (from first to sixth grade) of elementary school so that students with higher grades were more risk taker (P<0.01). Post Hoc analysis revealed that this difference is related to sixth grade. The results of present study indicate the growth of this type of decision-making in this age group that consequently, the role of education and school counseling services concerned with prevent from the growth of this style of decision-making by providing educational and psychological services in schools seems necessary.

The purpose of current research was to assess the achievement of the educational objectives of thinking and research textbook for the primary schools’ students of the sixth grade. The research method was descriptive and the statistical population consisted of 836 primary schools’ students of the sixth grade in Noor. 270 students were selected by cluster random sampling and according to Morgan's table as the actual participants of the study. A researcher-made questionnaire was used to collect data whose reliability was calculated as 0.88 using Cronbach's alpha coefficient. Statistical analyses including t-test and Friedman test performed to analyze the gathered data. The findings showed that students have achieved all thinking and research skills and the educational goals of the sixth grade’s thinking and research textbook satisfactorily (p ≤ .01). Moreover, Friedman test showed that the highest achievement was related to "thinking about yourself" while the lowest achievement was related to "imagination skill" (p ≤ .01).

This study investigated the  validity of the TIMSS Data 2007 At "Grade 4th" Iranian Student In predicting scholastic performance in Mathematics at  fourth grade, fifth grade, sixth grade and seventh grade at their school. A Sample in this study include of total Tehran City Student (n=395) participated in TIMSS2007. In This study TIMSS2007 Mathematics content and Cognitive domain performance  use As  Predictor variable. scholastic performance in Mathematics fourth grade, fifth grade, sixth grade and seventh grade in their classrooms at academical years 1385-1389 use As Criterion variable. The results indicated that the TIMSS2007 Mathematics content  and Cognitive SubScale are generalizably valid predictors of  grade point at  fourth grade, fifth grade, sixth grade and seventh grade.