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Although there have been many studies concentrating on writing development and techniques to improve it, there still remains the need to investigate more and give extra insight to the EFL language learners and teachers on these issues. Using a grounded model of research, the researchers performed an investigation to examine the various aspects concerning writing challenges, and requirements to improve it. Semi-structured interviews were conducted with an aim to achieve a thorough understanding of the topic by recruiting 25 male and female experienced EFL teachers along with 25 male and female intermediate EFL learners from language institutes in Tehran as the participants of the study through purposeful sampling technique. Then, 5 distinctive questions were chosen for the teachers and another set of 5 different questions for the learners to elicit their perceptions. After gathering the data and identifying the initial codes, the sub-categories emerged and helped the researcher to form the final model. Among the categories, writing strategies like collaborative and game-based, requirements like background, vocabulary, and grammatical knowledge were found to be essential. Based on the findings, a model was developed which is believed to support EFL learners in improving their writing proficiency.

The primary objective of this study was to evaluate the effectiveness of Reality Therapy in improving temperament and sleep quality among adolescents with learning disorders. This randomized controlled trial included 30 adolescents, aged 12 to 18, diagnosed with learning disorders. Participants were randomly assigned to either the intervention group (15 participants) or the control group (15 participants). The intervention group underwent twelve 60-minute sessions of Reality Therapy over a two-month period, while the control group received no therapeutic intervention. Temperament and sleep quality were assessed using the Revised Dimensions of Temperament Survey (DOTS-R) and the Pittsburgh Sleep Quality Index (PSQI), respectively, at three time points: pre-intervention, post-intervention, and two-month follow-up. Data were analyzed using analysis of variance (ANOVA) with repeated measurements and the Bonferroni post-hoc test, with SPSS-27 software. The results indicated significant improvements in both temperament and sleep quality in the intervention group compared to the control group. These improvements were sustained at the two-month follow-up. Specifically, the intervention group showed marked improvements in emotional regulation and sleep patterns, highlighting the efficacy of Reality Therapy in addressing these critical aspects of adolescent health. Assumptions for ANOVA were confirmed, ensuring the robustness of the findings. Reality Therapy significantly improves temperament and sleep quality in adolescents with learning disorders, with effects lasting beyond the intervention period. This study supports the use of Reality Therapy as a viable intervention for improving emotional and sleep-related outcomes in this population. Further research with larger sample sizes and extended follow-up periods is recommended to confirm these findings and explore additional benefits.

Early developmental support programs have long been recognized for their potential to significantly enhance the cognitive, social, and emotional development of children. These programs, which often combine educational, nutritional, and family support components, are designed to provide children, especially those from disadvantaged backgrounds, with the skills and resources needed for a successful start in life. This letter aims to highlight the long-term outcomes of early developmental support programs, drawing on recent research to emphasize their importance and effectiveness. Early developmental support programs are vital for fostering the cognitive, social, and emotional development of children, particularly those from disadvantaged backgrounds. These programs, which often integrate educational, nutritional, and family support components, have demonstrated significant long-term benefits, including improved academic achievement, reduced behavioral problems, and enhanced parental satisfaction. As research continues to underscore the importance of early intervention, it is crucial to invest in and expand these programs to ensure that all children have the opportunity to reach their full potential.