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[
1
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–
[
3
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.
T
h
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ly
s
ch
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s
,
w
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estab
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h
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life
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liter
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cr
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d
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s
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class
r
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m
s
[
4
]
–
[
6
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,
d
esp
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p
r
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’
s
v
ital r
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Evaluation Warning : The document was created with Spire.PDF for Python.
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)
1729
T
h
e
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elief
s
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at
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lect
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h
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[
7
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,
[
8
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.
Ho
wev
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tu
d
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Un
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E
u
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at
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m
in
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ter
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d
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ess
io
n
al
d
ev
elo
p
m
en
t
[
4
]
,
[
9
]
,
[
1
0
]
.
T
h
e
p
r
o
b
lem
o
f
in
s
u
f
f
icien
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d
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g
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n
t
am
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b
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m
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esp
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cr
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d
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ea
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ly
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p
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ca
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s
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teac
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as
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s
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n
tial
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ig
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ev
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p
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o
r
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[
6
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[
1
1
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Sch
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s
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s
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W
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ile
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Min
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Hig
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r
em
ai
n
s
:
d
o
es
teac
h
e
r
tr
ain
i
n
g
ad
e
q
u
ately
p
r
ep
ar
e
f
u
tu
r
e
ed
u
ca
t
o
r
s
to
d
em
o
n
s
tr
ate
s
tr
o
n
g
r
ea
d
i
n
g
h
a
b
its
an
d
ef
f
e
ctiv
e
r
ea
d
in
g
i
n
s
tr
u
ctio
n
tech
n
iq
u
es?
T
h
is
s
tu
d
y
f
ills
a
g
ap
in
th
e
ex
is
tin
g
r
esear
ch
o
n
teac
h
e
r
-
t
r
ain
in
g
p
r
o
g
r
a
m
s
in
Kaz
ak
h
s
tan
.
W
h
ile
Kaz
ak
h
s
tan
p
ar
ticip
ates
i
n
i
n
ter
n
atio
n
al
ass
ess
m
en
ts
s
u
c
h
as
th
e
Pro
g
r
am
m
e
f
o
r
I
n
t
er
n
atio
n
al
Stu
d
en
t
Ass
es
s
m
en
t
(
PISA)
an
d
th
e
Pro
g
r
ess
in
I
n
ter
n
atio
n
al
R
ea
d
in
g
L
iter
ac
y
Stu
d
y
(
PIRLS)
,
wh
ich
s
h
o
w
s
tu
d
e
n
t
r
ea
d
in
g
p
r
o
f
icien
c
y
co
n
ce
r
n
s
,
r
esear
ch
an
aly
zin
g
teac
h
er
p
r
ep
ar
atio
n
p
r
o
g
r
a
m
s
f
o
r
d
e
v
elo
p
in
g
r
ea
d
i
n
g
s
k
ills
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
e
r
s
r
em
ain
s
lim
ited
[
1
2
]
,
[
1
3
]
.
R
ea
d
in
g
i
n
s
tr
u
ctio
n
f
o
r
m
s
a
p
ar
t
o
f
th
e
n
atio
n
al
cu
r
r
icu
lu
m
r
eq
u
ir
em
e
n
ts
,
b
u
t
ed
u
ca
tio
n
al
s
tu
d
en
t
s
u
r
v
e
y
s
s
h
o
w
a
lack
o
f
f
r
eq
u
e
n
t
r
ea
d
in
g
h
ab
its
an
d
d
if
f
icu
lties
in
ap
p
ly
in
g
th
eo
r
e
tical
k
n
o
wled
g
e
to
class
r
o
o
m
ac
tiv
ities
[
1
4
]
.
T
h
e
g
ap
b
etwe
en
ex
p
e
cted
p
o
licy
s
tan
d
ar
d
s
an
d
teac
h
er
p
r
ep
ar
e
d
n
ess
is
a
b
ar
r
ier
to
estab
lis
h
i
n
g
r
ea
d
in
g
-
f
o
c
u
s
ed
in
s
tr
u
ctio
n
al
en
v
ir
o
n
m
en
ts
in
p
r
im
ar
y
-
e
d
u
ca
tio
n
s
ettin
g
s
.
Fu
r
th
er
m
o
r
e,
a
g
r
o
win
g
b
o
d
y
o
f
in
ter
n
atio
n
al
liter
atu
r
e
h
ig
h
lig
h
ts
th
at
teac
h
er
s
elf
-
ef
f
icac
y
,
p
ar
ticu
lar
ly
in
r
ea
d
in
g
i
n
s
tr
u
ctio
n
,
is
s
h
ap
ed
b
y
m
aster
y
ex
p
er
ie
n
ce
,
r
ef
le
ctiv
e
p
r
ac
tice,
an
d
ea
r
ly
f
ield
-
b
ased
tu
to
r
in
g
[
1
5
]
,
[
1
6
]
.
W
ith
o
u
t
s
u
ch
ex
p
er
ie
n
ce
,
p
r
e
-
s
er
v
ice
teac
h
er
s
m
ay
lack
th
e
co
n
f
id
en
ce
an
d
s
k
ill
s
et
to
ad
ap
t
in
s
tr
u
cti
o
n
to
in
d
iv
id
u
al
lea
r
n
er
s
’
n
ee
d
s
,
wh
ich
is
an
ess
en
tial
r
eq
u
ir
em
en
t
in
to
d
ay
’
s
d
iv
er
s
e
class
r
o
o
m
s
.
I
n
Kaz
a
k
h
s
tan
,
wh
er
e
teac
h
er
tr
ain
in
g
r
em
ain
s
h
ig
h
ly
th
eo
r
etica
l
an
d
is
s
o
m
etim
es
d
is
co
n
n
ec
ted
f
r
o
m
p
r
ac
tical
class
r
o
o
m
r
ea
liti
es,
th
ese
ch
allen
g
es a
r
e
p
ar
ticu
la
r
ly
s
alien
t
[
1
7
]
–
[
2
0
]
.
T
h
is
r
esear
ch
f
o
cu
s
es
o
n
th
e
s
ig
n
if
ican
t
d
is
p
ar
ity
b
etwe
en
th
e
h
ig
h
ex
p
ec
tatio
n
s
o
f
t
h
e
n
atio
n
al
r
ea
d
in
g
cu
r
r
icu
lu
m
an
d
th
e
cu
r
r
en
t
r
ea
d
in
g
h
ab
its
an
d
p
ed
ag
o
g
ical
p
r
ep
a
r
ed
n
ess
o
f
p
r
o
s
p
ec
tiv
e
ed
u
ca
to
r
s
.
T
h
is
s
tu
d
y
’
s
s
cien
tific
v
alu
e
s
tem
s
f
r
o
m
its
in
-
d
ep
th
ex
a
m
in
atio
n
o
f
th
e
Kaz
a
k
h
s
tan
i
ed
u
ca
tio
n
al
s
y
s
tem
with
in
a
s
p
ec
if
ic
co
n
tex
t,
co
n
d
u
cted
th
r
o
u
g
h
a
th
o
r
o
u
g
h
m
i
x
ed
-
m
eth
o
d
s
m
eth
o
d
o
lo
g
y
.
T
h
is
r
esear
ch
o
f
f
er
s
n
ew
em
p
ir
ical
ev
i
d
en
ce
th
at
co
n
tr
asts
with
p
r
ev
i
o
u
s
s
tu
d
ies
b
y
f
o
cu
s
in
g
o
n
n
o
n
-
W
e
s
ter
n
co
n
tex
ts
an
d
p
r
o
v
id
i
n
g
i
n
s
ig
h
ts
in
to
th
e
s
tr
u
ctu
r
al,
ac
a
d
em
ic,
a
n
d
p
s
y
ch
o
lo
g
ical
ch
allen
g
es
f
ac
ed
b
y
u
p
co
m
in
g
teac
h
er
s
in
an
ed
u
ca
tio
n
s
y
s
tem
u
n
d
e
r
g
o
i
n
g
s
ig
n
if
ican
t c
h
an
g
e.
Sp
ec
if
ically
,
th
e
s
tu
d
y
was g
u
i
d
ed
b
y
th
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
:
i)
W
h
at
ar
e
th
e
r
ea
d
in
g
h
ab
its
an
d
ch
allen
g
es o
f
p
r
e
-
s
er
v
ice
p
r
i
m
ar
y
s
ch
o
o
l
teac
h
er
s
in
Kaz
ak
h
s
tan
?
ii)
Ho
w
d
o
th
ese
s
tu
d
en
ts
p
er
ce
i
v
e
th
eir
ab
ilit
y
an
d
r
ea
d
in
ess
to
p
r
o
m
o
te
r
ea
d
in
g
am
o
n
g
ch
ild
r
en
?
T
h
e
wo
r
k
in
g
h
y
p
o
th
esis
is
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
in
Kaz
ak
h
s
tan
ex
h
i
b
it
lo
w
in
tr
in
s
ic
m
o
tiv
atio
n
to
r
ea
d
,
wh
ich
u
n
d
er
m
in
es
th
eir
ca
p
ac
ity
to
in
s
p
ir
e
f
u
tu
r
e
s
tu
d
e
n
ts
to
r
ea
d
.
T
h
is
h
y
p
o
th
esi
s
is
s
u
p
p
o
r
ted
b
y
in
ter
n
atio
n
al
f
in
d
in
g
s
in
d
icati
n
g
th
at
r
ea
d
in
g
attitu
d
es
an
d
h
ab
its
f
o
r
m
ed
d
u
r
in
g
teac
h
er
ed
u
ca
tio
n
ar
e
s
tr
o
n
g
p
r
ed
icto
r
s
o
f
class
r
o
o
m
p
r
ac
tice
[
2
]
,
[
5
]
,
[
2
1
]
.
B
y
in
v
esti
g
atin
g
th
ese
d
im
en
s
io
n
s
,
th
is
s
tu
d
y
c
o
n
tr
ib
u
tes
to
b
r
o
a
d
er
d
is
co
u
r
s
e
o
n
teac
h
er
p
r
ep
ar
atio
n
,
r
ea
d
in
g
ed
u
ca
tio
n
,
an
d
liter
ac
y
d
ev
elo
p
m
en
t.
I
t
also
p
r
o
v
id
es
ev
id
e
n
ce
-
b
as
ed
in
s
ig
h
ts
th
at
ca
n
in
f
o
r
m
p
o
licy
m
ak
er
s
,
c
u
r
r
icu
lu
m
d
esig
n
e
r
s
,
an
d
teac
h
er
e
d
u
ca
to
r
s
in
Kaz
ak
h
s
tan
.
As
t
h
e
n
atio
n
s
ee
k
s
to
im
p
r
o
v
e
s
tu
d
en
t
liter
ac
y
o
u
tco
m
es,
s
tr
en
g
th
en
in
g
th
e
r
ea
d
in
g
s
k
ills
an
d
m
o
tiv
atio
n
o
f
th
o
s
e
task
ed
with
teac
h
in
g
r
ea
d
i
n
g
is
an
ess
en
tial y
et
o
f
ten
o
v
er
lo
o
k
ed
s
tep
in
t
h
e
p
r
o
ce
s
s
.
2.
M
E
T
H
O
D
T
h
is
s
tu
d
y
u
s
ed
a
m
ix
e
d
-
m
eth
o
d
s
ap
p
r
o
ac
h
to
ex
p
lo
r
e
r
ea
d
in
g
b
eh
av
i
o
r
s
an
d
teac
h
in
g
s
elf
-
p
er
ce
p
tio
n
s
am
o
n
g
p
r
o
s
p
ec
ti
v
e
ed
u
ca
to
r
s
.
C
o
m
b
in
in
g
b
o
t
h
q
u
a
n
titativ
e
an
d
q
u
alitativ
e
r
esear
ch
m
eth
o
d
s
p
r
o
v
id
es
r
ich
e
r
in
s
ig
h
ts
th
an
u
s
in
g
eith
er
ap
p
r
o
ac
h
alo
n
e
[
2
2
]
–
[
2
4
]
.
T
h
e
s
tu
d
y
im
p
lem
e
n
ted
an
ex
p
lan
ato
r
y
s
eq
u
en
tial
d
esig
n
w
h
er
e
q
u
an
t
itativ
e
d
ata
co
llectio
n
ca
m
e
b
ef
o
r
e
q
u
alitativ
e
in
q
u
ir
y
[
2
5
]
.
T
h
e
s
u
r
v
ey
r
esu
lts
id
en
tifie
d
s
ig
n
if
ica
n
t
r
ea
d
in
g
en
g
a
g
em
en
t
co
n
ce
r
n
s
,
n
ec
es
s
itatin
g
f
u
r
th
er
ex
p
lo
r
atio
n
t
h
r
o
u
g
h
s
u
b
s
eq
u
en
t
in
ter
v
iews.
I
n
ter
v
iew
q
u
esti
o
n
s
ca
n
b
e
tailo
r
e
d
ac
co
r
d
in
g
to
q
u
a
n
titativ
e
d
ata
tr
e
n
d
s
th
at
im
p
r
o
v
e
r
esp
o
n
s
iv
en
ess
an
d
r
elev
a
n
ce
[
2
6
]
.
2
.
1
.
P
a
rt
icipa
nts a
nd
s
a
m
pli
ng
T
h
is
r
esear
ch
in
clu
d
e
d
2
0
5
f
em
ale
p
r
e
-
s
er
v
ice
teac
h
e
r
s
in
th
eir
th
ir
d
a
n
d
f
o
u
r
th
y
ea
r
s
o
f
p
r
im
a
r
y
ed
u
ca
tio
n
p
r
o
g
r
am
s
at
f
o
u
r
K
az
ak
h
s
tan
i
u
n
iv
e
r
s
ities
lo
ca
ted
in
Pav
lo
d
ar
,
Kar
ag
an
d
a,
Sh
y
m
k
en
t,
an
d
Alm
aty
.
T
h
e
in
clu
s
io
n
o
f
a
f
em
ale
-
o
n
ly
s
am
p
le
is
m
eth
o
d
o
lo
g
i
ca
lly
ju
s
tifie
d
,
as
th
e
p
r
im
ar
y
s
ch
o
o
l
teac
h
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
2
8
-
1
7
3
6
1730
p
r
o
f
ess
io
n
i
n
Kaz
ak
h
s
tan
is
p
r
ed
o
m
in
an
tly
f
em
ale;
co
n
s
eq
u
en
tly
,
th
e
s
am
p
le
m
ir
r
o
r
s
th
e
d
em
o
g
r
a
p
h
ic
ch
ar
ac
ter
is
tics
o
f
th
e
tar
g
et
p
o
p
u
latio
n
.
T
h
is
s
tu
d
y
in
c
o
r
p
o
r
a
ted
u
n
i
v
er
s
ities
f
r
o
m
d
if
f
e
r
en
t
r
eg
io
n
s
to
ad
d
r
ess
p
o
ten
tial in
s
titu
tio
n
al
an
d
r
eg
i
o
n
al
d
if
f
e
r
en
ce
s
in
r
ea
d
in
g
-
r
elate
d
p
ed
ag
o
g
ical
ex
p
o
s
u
r
e.
T
h
e
s
u
r
v
e
y
p
h
ase
u
tili
ze
d
a
n
o
n
-
p
r
o
b
ab
ilit
y
c
o
n
v
e
n
ien
ce
s
a
m
p
lin
g
m
eth
o
d
,
wh
ich
is
o
f
te
n
ch
o
s
en
i
n
ed
u
ca
tio
n
al
r
esear
c
h
wh
en
p
a
r
ticip
an
t
ac
ce
s
s
is
r
estricte
d
b
y
in
s
titu
tio
n
al
lim
its
[
2
7
]
.
R
esear
ch
er
s
co
n
d
u
cted
p
u
r
p
o
s
iv
e
s
am
p
lin
g
to
s
elec
t
2
7
in
ter
v
iew
p
ar
ticip
an
ts
wh
o
r
ep
r
esen
ted
d
if
f
er
e
n
t
u
n
i
v
er
s
ity
af
f
iliatio
n
s
an
d
d
iv
er
s
e
s
u
r
v
e
y
r
esp
o
n
s
es,
in
clu
d
in
g
c
o
n
tr
asti
n
g
attitu
d
es
an
d
h
ab
its
.
Ou
r
ap
p
r
o
ac
h
f
o
llo
ws
estab
lis
h
ed
q
u
alitativ
e
r
esear
ch
p
r
ac
tices th
at
p
r
io
r
itize
d
e
p
th
an
d
v
a
r
iatio
n
in
s
tead
o
f
r
ep
r
esen
tativ
en
e
s
s
.
2
.
2
.
Da
t
a
c
o
llect
io
n ins
t
rum
ent
s
T
h
e
s
elf
-
ad
m
in
is
ter
ed
q
u
esti
o
n
n
air
e
co
n
tain
ed
q
u
esti
o
n
s
r
e
g
ar
d
in
g
r
ea
d
in
g
f
r
e
q
u
en
c
y
(
e.
g
.
,
d
aily
o
r
wee
k
ly
)
,
attitu
d
es
th
r
o
u
g
h
L
i
k
er
t
-
s
ca
le
s
tatem
en
ts
,
an
d
p
e
r
ce
iv
ed
o
b
s
tacle
s
u
s
in
g
b
o
th
clo
s
ed
-
an
d
o
p
en
-
en
d
ed
item
s
.
T
h
e
d
ev
elo
p
m
en
t
o
f
th
e
in
s
tr
u
m
e
n
t a
d
h
e
r
ed
to
s
u
r
v
ey
r
esear
ch
p
r
i
n
cip
les,
s
u
ch
as c
lear
wo
r
d
in
g
,
an
d
in
clu
d
ed
p
ilo
t
test
in
g
al
o
n
g
s
id
e
co
n
ten
t
v
alid
ati
o
n
,
wh
e
n
p
o
s
s
ib
le
[
2
5
]
.
T
h
e
s
u
r
v
ey
in
co
r
p
o
r
ated
m
u
ltip
le
q
u
esti
o
n
ty
p
es,
wh
ich
en
ab
le
d
r
esear
ch
er
s
to
p
e
r
f
o
r
m
q
u
a
n
titativ
e
an
aly
s
es wh
ile
g
ath
er
in
g
q
u
alitativ
e
d
ata.
T
h
e
in
ter
v
iew
p
r
o
to
c
o
l e
x
am
i
n
ed
p
ar
ticip
an
ts
’
r
ea
d
in
g
p
r
ac
t
ices,
th
eir
p
r
ep
ar
ed
n
ess
to
teac
h
r
ea
d
in
g
,
an
d
th
eir
in
ter
ac
tio
n
with
d
ig
i
tal
tex
ts
.
A
f
lex
ib
le
in
ter
v
iew
g
u
id
e
was
u
s
ed
to
en
ab
le
th
e
em
er
g
en
ce
o
f
n
ew
th
em
es
wh
ile
f
o
cu
s
in
g
o
n
th
e
s
tu
d
y
’
s
g
o
als.
R
esear
ch
er
s
au
d
io
-
r
ec
o
r
d
ed
th
e
in
ter
v
ie
ws
af
ter
o
b
tain
in
g
p
ar
ticip
an
t
co
n
s
en
t
a
n
d
th
en
p
r
ep
ar
ed
tr
a
n
s
cr
ip
tio
n
s
th
at
en
s
u
r
ed
an
o
n
y
m
it
y
.
Fo
llo
w
-
u
p
q
u
esti
o
n
s
f
ac
ilit
ated
d
ee
p
er
ex
p
lan
atio
n
s
an
d
clar
if
icatio
n
s
,
lead
in
g
to
e
n
h
an
ce
d
d
ata
q
u
ality
.
T
h
e
q
u
esti
o
n
n
air
e
was
r
ev
iewe
d
an
d
p
ilo
ted
b
y
a
p
an
el
o
f
u
n
iv
er
s
ity
ex
p
er
ts
in
p
r
im
ar
y
e
d
u
ca
tio
n
to
g
u
ar
an
tee
co
n
s
tr
u
ct
v
alid
ity
.
T
h
e
s
u
r
v
ey
was
d
ev
elo
p
e
d
as
a
m
u
lti
-
d
im
en
s
io
n
al
in
d
ex
,
en
co
m
p
ass
in
g
s
p
ec
if
ic
b
eh
av
io
r
s
,
p
er
ce
iv
e
d
o
b
s
tacle
s
,
an
d
attitu
d
es,
r
ath
er
th
an
a
s
in
g
le,
u
n
if
ied
p
s
y
ch
o
l
o
g
ical
s
ca
le.
C
alcu
latin
g
a
s
in
g
le
in
ter
n
al
co
n
s
is
ten
cy
m
etr
ic
is
m
et
h
o
d
o
l
o
g
ically
in
ap
p
licab
le,
s
in
ce
th
e
item
s
ar
e
co
n
ce
p
tu
ally
in
d
ep
en
d
en
t
an
d
wer
e
n
o
t
d
e
s
ig
n
ed
to
m
o
v
e
i
n
s
y
n
c.
Valid
ity
was
co
n
f
ir
m
ed
th
r
o
u
g
h
a
co
n
s
en
s
u
s
am
o
n
g
ex
p
er
ts
,
alig
n
m
en
t
with
ex
is
tin
g
liter
atu
r
e,
an
d
th
e
m
ix
e
d
-
m
eth
o
d
s
tr
ian
g
u
latio
n
o
f
s
u
r
v
ey
r
esu
lts
with
in
-
d
ep
th
i
n
ter
v
iew
d
ata.
2
.
3
.
Da
t
a
a
na
ly
s
is
J
am
o
v
i
s
o
f
twar
e
was
u
s
ed
to
ca
lcu
late
d
escr
ip
tiv
e
s
tatis
tics
,
wh
ich
in
clu
d
e
d
f
r
eq
u
e
n
cies
alo
n
g
with
m
ea
n
s
(
M)
an
d
s
tan
d
ar
d
d
e
v
iatio
n
s
(
SD)
.
T
h
e
an
aly
s
is
id
en
tifie
d
d
ata
p
atter
n
s
in
r
ea
d
in
g
f
r
e
q
u
en
c
y
,
s
elf
-
r
ep
o
r
ted
attitu
d
es,
an
d
p
er
ce
iv
ed
b
a
r
r
ier
s
to
g
u
id
e
th
e
q
u
alitativ
e
r
esear
ch
p
h
ase.
T
h
e
d
escr
ip
tiv
e
an
aly
s
is
cr
ea
ted
a
b
ase
f
o
r
d
is
co
v
e
r
in
g
th
em
es
th
at
n
ee
d
ed
f
u
r
th
er
in
v
esti
g
atio
n
.
T
h
e
r
ese
ar
ch
team
ap
p
lied
B
r
au
n
an
d
C
lar
k
e
[
2
8
]
s
ix
-
p
h
ase
th
em
atic
an
aly
s
is
f
r
am
ewo
r
k
to
e
x
am
in
e
th
e
in
ter
v
iew
d
ata.
R
esear
ch
er
s
co
d
ed
t
r
an
s
cr
ip
ts
to
id
e
n
tify
th
em
es
th
at
th
e
y
r
e
f
in
ed
b
ef
o
r
e
c
o
n
s
tr
u
ctin
g
an
a
n
aly
ti
ca
l
n
ar
r
ativ
e
with
illu
s
tr
ativ
e
q
u
o
tatio
n
s
.
T
h
e
it
er
ativ
e
p
r
o
ce
s
s
en
ab
les
r
esea
r
ch
er
s
to
r
ev
is
it
p
r
e
v
io
u
s
s
tep
s
wh
en
ev
er
th
e
y
id
en
tify
n
ew
p
atter
n
s
o
r
c
o
n
tr
a
d
ictio
n
s
.
2
.
4
.
E
t
hica
l
co
ns
idera
t
io
ns
T
h
e
r
esear
ch
team
f
o
llo
wed
t
h
e
eth
ical
co
d
es
o
f
th
e
r
esear
ch
er
s
in
e
d
u
ca
tio
n
th
r
o
u
g
h
o
u
t
th
e
s
tu
d
y
[
2
9
]
.
T
h
e
in
v
esti
g
ato
r
s
p
r
o
v
i
d
ed
th
e
p
a
r
ticip
an
ts
with
co
m
p
lete
d
etails
ab
o
u
t
th
e
s
tu
d
y
an
d
o
b
tain
ed
th
eir
in
f
o
r
m
e
d
co
n
s
en
t.
An
o
n
y
m
it
y
an
d
co
n
f
id
en
tiality
wer
e
m
ain
tain
ed
s
tr
ictly
.
T
h
e
s
tu
d
en
t
-
b
ased
s
am
p
le
r
eq
u
ir
ed
r
esear
ch
er
s
to
im
p
l
em
en
t
m
ea
s
u
r
es
to
p
r
ev
en
t
f
ee
lin
g
s
o
f
co
er
cio
n
o
r
in
s
t
itu
tio
n
al
p
r
ess
u
r
e.
T
h
e
s
tu
d
y
m
ai
n
tain
ed
s
ec
u
r
e
s
to
r
ag
e
f
o
r
au
d
io
r
ec
o
r
d
in
g
s
an
d
en
s
u
r
ed
v
o
lu
n
teer
p
a
r
ticip
atio
n
in
all
s
tag
es.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
e
s
tu
d
y
co
m
b
in
ed
th
e
s
u
r
v
ey
r
esu
lts
an
al
y
ze
d
t
h
r
o
u
g
h
J
am
o
v
i
with
q
u
alitativ
e
f
i
n
d
in
g
s
f
r
o
m
2
7
s
em
i
-
s
tr
u
ctu
r
ed
i
n
ter
v
iews.
T
h
e
r
esu
lts
wer
e
o
r
g
a
n
ized
ac
co
r
d
in
g
to
f
o
u
r
m
ajo
r
th
e
m
es
d
er
iv
ed
f
r
o
m
th
em
atic
an
aly
s
is
:
p
er
ce
p
tio
n
s
o
f
r
ea
d
in
g
,
ch
allen
g
es
in
te
ac
h
in
g
r
ea
d
in
g
,
d
ig
ital
r
ea
d
in
g
en
g
ag
e
m
en
t
,
an
d
o
b
s
tacle
s
to
p
er
s
o
n
al
r
ea
d
i
n
g
.
3
.
1
.
P
er
ce
pti
o
ns
o
f
re
a
din
g
T
h
e
q
u
an
titativ
e
d
ata
r
esu
lts
m
atch
th
e
q
u
alitativ
e
r
esear
ch
f
in
d
i
n
g
s
ab
o
u
t
r
ea
d
in
g
a
m
b
iv
alen
ce
.
T
h
e
p
ar
ticip
an
ts
h
ad
an
a
v
er
ag
e
s
co
r
e
o
f
3
.
0
9
(
SD
=
1
.
4
4
)
f
o
r
r
ea
d
in
g
p
leasu
r
e,
wh
ile
2
1
%
ad
m
itted
to
r
ar
ely
r
ea
d
in
g
o
u
ts
id
e
th
eir
co
u
r
s
e
wo
r
k
r
eq
u
ir
em
en
ts
.
T
h
e
co
l
lecte
d
d
ata
co
n
f
ir
m
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
d
em
o
n
s
tr
ate
a
r
estricte
d
in
tr
in
s
ic
m
o
tiv
atio
n
to
r
ea
d
.
Fu
r
th
e
r
m
o
r
e,
s
tatis
tical
an
aly
s
is
s
h
o
wed
a
s
tatis
tically
s
ig
n
if
ican
t,
y
et
v
er
y
wea
k
,
n
eg
ativ
e
co
r
r
elatio
n
b
etwe
en
r
ea
d
in
g
en
jo
y
m
en
t
an
d
th
e
p
er
ce
iv
ed
ab
ilit
y
to
in
s
p
ir
e
ch
ild
r
e
n
(
r
=
-
0
.
1
4
5
,
p
<
0
.
0
5
)
.
Du
e
to
th
e
co
n
ce
p
tu
ally
s
m
all
ef
f
ec
t
s
ize,
th
is
co
r
r
elat
io
n
ca
n
n
o
t
b
e
u
s
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
n
h
a
n
ci
n
g
r
ea
d
i
n
g
s
kills
a
mo
n
g
p
r
e
-
s
ervice
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
in
K
a
z
a
kh
s
ta
n
(
La
z
z
a
t S
a
p
a
r
ta
ye
va
)
1731
to
d
r
aw
d
ef
in
itiv
e
c
o
n
clu
s
io
n
s
,
b
u
t
it
h
in
ts
at
a
p
o
ten
tial
p
ar
ad
o
x
w
h
er
e
p
er
s
o
n
al
r
ea
d
in
g
en
jo
y
m
en
t
d
o
es
n
o
t
au
to
m
atica
lly
tr
an
s
late
in
to
p
e
d
ag
o
g
ical
c
o
n
f
id
e
n
ce
.
Pre
-
s
er
v
ice
teac
h
er
s
r
ec
o
g
n
iz
e
th
e
im
p
o
r
ta
n
ce
o
f
r
ea
d
in
g
b
u
t
ex
h
i
b
it
r
estricte
d
in
tr
in
s
ic
m
o
tiv
atio
n
to
war
d
r
ea
d
i
n
g
ac
tiv
ities
.
T
h
e
s
tatem
en
t
“
I
r
ea
d
b
o
o
ks
b
ec
a
u
s
e
I
en
jo
y
it
,
”
r
ec
eiv
ed
a
n
av
er
ag
e
r
atin
g
o
f
3
.
0
9
(
SD
=
1
.
4
4
)
o
u
t
o
f
5
,
wh
ich
d
e
m
o
n
s
tr
ates
m
ix
ed
f
ee
lin
g
s
.
2
7
%
o
f
th
e
s
tu
d
en
ts
r
ep
o
r
ted
r
ea
d
in
g
e
v
er
y
d
a
y
,
b
u
t
2
1
%
s
aid
th
ey
eith
er
r
ar
ely
r
e
ad
o
r
n
e
v
er
r
ea
d
b
ey
o
n
d
ac
ad
em
ic
r
eq
u
ir
em
e
n
ts
.
Mo
s
t
r
esp
o
n
d
en
ts
ex
p
r
ess
ed
a
b
elief
in
th
e
im
p
o
r
tan
ce
o
f
r
ea
d
in
g
f
o
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t,
with
an
a
v
er
ag
e
a
g
r
e
em
en
t
s
co
r
e
o
f
3
.
6
.
A
to
tal
4
5
% o
f
th
e
r
esp
o
n
d
en
t
s
r
ep
o
r
ted
th
at
th
eir
r
ea
d
in
g
ac
tiv
ities
wer
e
lim
i
ted
to
co
u
r
s
ewo
r
k
r
eq
u
i
r
em
en
ts
,
with
a
m
ea
n
r
esp
o
n
s
e
v
alu
e
o
f
3
.
2
.
I
n
ter
v
iew
f
ee
d
b
ac
k
r
ev
ea
led
t
h
at
p
e
o
p
le
c
o
m
m
o
n
ly
s
ee
r
ea
d
in
g
as
a
m
an
d
ato
r
y
ac
tiv
ity
in
s
tead
o
f
s
o
m
eth
in
g
th
at
o
f
f
er
s
p
e
r
s
o
n
al
en
r
ich
m
en
t
o
r
jo
y
.
“
Ou
r
r
ea
d
in
g
h
a
b
its
s
tem
fr
o
m
n
ec
ess
ity
r
a
th
er
th
a
n
p
ers
o
n
a
l
d
esir
e.
My
p
a
s
s
io
n
fo
r
r
ea
d
in
g
w
a
s
d
estr
o
ye
d
b
ec
a
u
s
e
r
e
a
d
in
g
b
ec
a
me
a
s
tr
ess
fu
l
ta
s
k
fo
r
ex
a
min
a
tio
n
p
u
r
p
o
s
es
.
”
(
Par
ticip
an
t 1
6
,
Kar
a
g
an
d
a
)
Aca
d
em
ic
d
u
ties
b
ec
am
e
th
e
m
ain
f
o
cu
s
o
f
m
an
y
s
tu
d
e
n
ts
,
wh
o
o
b
s
er
v
e
d
th
at
th
eir
leis
u
r
e
-
r
ea
d
in
g
ac
tiv
ities
d
im
in
is
h
ed
.
“
B
efo
r
e
u
n
ivers
ity,
I
l
o
ve
d
r
ea
d
in
g
n
o
ve
ls
.
A
ll
my
d
ea
d
lin
es
p
r
ev
en
t
me
fr
o
m
fin
d
in
g
a
n
y
en
jo
yme
n
t in
s
h
o
r
t sto
r
ies
.
”
(
Par
ticip
an
t 1
2
,
Pav
l
o
d
ar
)
“
R
ea
d
in
g
u
s
ed
to
b
e
a
n
a
ctiv
ity
I
d
id
fo
r
my
o
w
n
e
n
jo
yme
n
t
b
u
t
n
o
w
it
feels
like
ju
s
t
a
n
o
th
er
o
b
lig
a
tio
n
.
”
(
Par
ticip
an
t 9
,
Sh
y
m
k
en
t)
T
h
e
r
ed
u
ctio
n
o
f
in
h
er
en
t
r
e
ad
in
g
m
o
tiv
atio
n
am
o
n
g
s
tu
d
en
ts
s
tem
s
f
r
o
m
ac
ad
e
m
ic
p
r
ess
u
r
e
alo
n
g
s
id
e
in
s
u
f
f
icien
t
ex
p
o
s
u
r
e
to
m
o
tiv
atin
g
th
em
to
r
ea
d
f
ig
u
r
es
an
d
m
o
d
er
n
liter
ar
y
wo
r
k
s
.
Mo
s
t
p
ar
ticip
an
ts
ex
p
r
ess
ed
th
at
th
eir
c
o
u
r
s
e
m
a
ter
ials
ap
p
ea
r
ed
o
u
td
ated
a
n
d
n
o
lo
n
g
er
ap
p
licab
le
.
“
Wh
y
mu
s
t
o
u
r
cu
r
r
icu
lu
m
ke
ep
a
s
s
ig
n
in
g
liter
a
tu
r
e
fr
o
m
t
h
e
1
9
7
0
s
?
Th
e
a
v
a
ila
b
le
b
o
o
k
s
d
o
n
’
t
r
eflec
t m
o
d
ern
yo
u
th
o
r
s
tu
d
e
n
t life
to
d
a
y
.
”
(
Par
ticip
a
n
t 7
,
Alm
aty
)
T
h
e
g
a
p
b
etwe
en
th
e
p
er
ce
iv
e
d
v
alu
e
o
f
r
ea
d
in
g
am
o
n
g
s
tu
d
en
ts
an
d
th
eir
ac
tu
al
r
ea
d
i
n
g
ac
tiv
ities
s
u
p
p
o
r
ts
th
e
th
e
o
r
y
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
wh
o
r
ea
d
lit
tle
m
ay
s
tr
u
g
g
le
t
o
d
em
o
n
s
tr
ate
s
tr
o
n
g
r
ea
d
in
g
p
r
ac
tices
in
th
eir
teac
h
in
g
en
v
ir
o
n
m
e
n
t.
T
h
e
m
ix
ed
f
ee
lin
g
s
ab
o
u
t
r
ea
d
in
g
f
o
r
p
leasu
r
e
s
h
o
wn
th
r
o
u
g
h
lo
w
in
tr
in
s
ic
m
o
tiv
atio
n
s
co
r
es a
n
d
th
e
h
ig
h
n
u
m
b
er
o
f
s
tu
d
en
ts
wh
o
s
eld
o
m
r
ea
d
v
o
lu
n
tar
ily
m
atch
f
in
d
in
g
s
f
r
o
m
g
lo
b
al
r
esear
ch
o
n
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
ea
d
i
n
g
p
r
ac
tices.
R
esear
ch
h
as
r
ep
ea
ted
ly
d
em
o
n
s
tr
ated
th
at
m
a
n
y
f
u
tu
r
e
ed
u
ca
to
r
s
d
o
n
o
t
en
g
ag
e
in
f
r
eq
u
e
n
t
p
er
s
o
n
al
r
ea
d
in
g
ac
tiv
ities
[
5
]
,
[
2
1
]
,
[
3
0
]
.
T
h
e
“
p
eter
ef
f
ec
t
”
[
2
]
r
ev
ea
ls
th
at
teac
h
er
s
wh
o
d
o
n
o
t
en
j
o
y
r
e
ad
in
g
f
ac
e
d
if
f
i
cu
lties
m
o
tiv
atin
g
th
eir
s
tu
d
e
n
ts
to
d
ev
elo
p
an
in
ter
est
in
r
ea
d
in
g
.
Acc
o
r
d
i
n
g
to
p
ar
ticip
a
n
ts
’
r
ef
lectio
n
s
,
p
r
e
-
s
er
v
ice
teac
h
e
r
s
in
Kaz
ak
h
s
tan
s
h
o
w
lo
w
in
tr
in
s
ic
m
o
tiv
atio
n
to
r
ea
d
b
ec
au
s
e
ac
ad
em
ic
r
esp
o
n
s
ib
ilit
ies
o
v
er
wh
elm
leis
u
r
e
r
ea
d
in
g
an
d
tu
r
n
r
ea
d
in
g
in
to
an
o
b
lig
atio
n
in
s
tead
o
f
p
leasu
r
e.
T
ea
ch
er
s
’
p
er
s
o
n
al
r
e
ad
in
g
p
r
ac
tices
an
d
p
er
s
p
ec
tiv
es
s
er
v
e
as
cr
itical
in
d
icato
r
s
f
o
r
p
r
e
d
ictin
g
ed
u
ca
tio
n
al
m
eth
o
d
s
.
E
d
u
ca
tio
n
al
m
ater
ials
th
at
s
tu
d
en
ts
s
e
e
as
ir
r
elev
an
t
an
d
o
u
td
ated
co
n
tr
i
b
u
te
t
o
th
eir
la
ck
o
f
m
o
tiv
atio
n
an
d
s
u
g
g
est
a
n
ee
d
f
o
r
cu
r
r
icu
lu
m
ch
a
n
g
es
in
Kaz
ak
h
s
tan
’
s
teac
h
er
-
ed
u
ca
tio
n
p
r
o
g
r
am
s
[
1
1
]
.
I
n
ad
d
itio
n
,
Do
g
an
et
a
l
.
[
3
1
]
d
e
m
o
n
s
tr
ated
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
’
r
ea
d
in
g
attitu
d
es
im
p
r
o
v
ed
wh
en
th
ey
p
a
r
ticip
ated
in
i
n
ter
ac
tiv
e
ac
tiv
ities
lik
e
lite
r
atu
r
e
cir
cles
an
d
h
ig
h
lig
h
ted
th
e
p
o
ten
tial a
d
v
a
n
tag
es o
f
in
teg
r
atin
g
th
ese
m
et
h
o
d
s
in
to
teac
h
e
r
ed
u
ca
tio
n
p
r
o
g
r
am
s
.
3
.
2
.
Cha
lleng
es in
t
ea
ching
re
a
din
g
T
h
e
‘
co
n
f
id
en
t
teac
h
in
g
’
an
a
ly
s
is
s
h
o
wed
an
av
e
r
ag
e
s
co
r
e
o
f
2
.
9
2
(
SD
=
1
.
4
0
)
w
h
ile
a
n
aly
s
is
o
f
v
ar
ian
ce
(AN
OV
A)
id
en
tifie
d
s
ig
n
if
ican
t
r
e
g
io
n
al
d
if
f
er
en
ce
s
(
F
=
2
.
9
2
,
p
=
0
.
0
3
)
th
at
d
e
m
o
n
s
tr
ated
v
a
r
iab
le
teac
h
in
g
c
o
n
f
id
e
n
ce
le
v
els
ac
r
o
s
s
d
if
f
er
e
n
t
cities
am
o
n
g
s
tu
d
en
ts
.
Statis
tical
an
aly
s
is
s
h
o
wed
a
p
o
s
itiv
e
b
u
t
non
-
s
ig
n
if
ica
n
t
co
r
r
elatio
n
b
e
twee
n
co
n
f
id
e
n
ce
an
d
ab
ilit
y
to
in
s
p
ir
e
ch
ild
r
en
(
r
=
0
.
1
2
0
,
p
>
0
.
0
5
)
.
T
h
e
d
at
a
s
u
g
g
est
th
at
p
er
ce
iv
ed
teac
h
in
g
ef
f
icac
y
is
a
n
im
p
o
r
ta
n
t
is
s
u
e
th
at
m
atch
es
th
e
in
ter
v
iew
r
esu
lts
,
id
en
tif
y
in
g
in
s
u
f
f
icien
t p
r
ac
tical
tr
ain
in
g
,
as
s
h
o
wn
in
T
ab
le
1
.
Stu
d
en
ts
in
d
icate
d
lo
w
co
n
f
id
e
n
ce
lev
el
s
in
th
eir
ab
ilit
y
to
teac
h
r
ea
d
in
g
w
h
en
q
u
esti
o
n
e
d
.
Par
ticip
an
ts
s
co
r
ed
th
eir
co
n
f
id
en
ce
in
teac
h
in
g
c
h
ild
r
en
h
o
w
to
r
ea
d
at
a
n
av
er
ag
e
o
f
2
.
4
an
d
5
8
%
o
f
th
e
m
eith
er
d
is
ag
r
ee
d
o
r
s
tr
o
n
g
ly
d
is
ag
r
ee
d
with
th
e
s
tatem
en
t.
T
h
e
s
tu
d
en
ts
r
ated
th
eir
u
n
i
v
er
s
ity
p
r
e
p
ar
atio
n
f
o
r
teac
h
in
g
r
ea
d
in
g
at
an
av
e
r
ag
e
s
co
r
e
o
f
3
.
0
5
(
SD
=
1
.
3
7
)
.
Stu
d
en
ts
’
av
e
r
ag
e
s
co
r
e
s
h
o
wed
a
m
ar
g
i
n
ally
b
etter
r
esu
lt
o
f
2
.
9
8
(
SD
=
1
.
4
3
)
f
o
r
“
I
k
n
o
w
w
h
ich
s
tr
a
teg
ies
to
u
s
e
to
tea
c
h
r
ea
d
in
g
”
b
u
t sti
ll in
d
icate
d
u
n
ce
r
tain
ty
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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C
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8
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:
*p
<
0
.
0
5
T
h
e
in
ter
v
iew
d
ata
s
h
o
wed
th
at
th
e
p
ar
ticip
an
ts
wer
e
u
n
if
o
r
m
ly
c
o
n
ce
r
n
ed
ab
o
u
t
in
s
u
f
f
icien
t
p
r
ac
tical
tr
ain
in
g
o
p
p
o
r
t
u
n
ities
.
T
h
e
s
tu
d
en
ts
in
d
icate
d
th
at
th
eir
th
eo
r
etica
l
co
u
r
s
ewo
r
k
lack
ed
s
u
f
f
icien
t
p
r
ac
tical
ap
p
licatio
n
o
p
p
o
r
tu
n
i
ties
.
“
Th
e
cu
r
r
icu
lu
m
ta
u
g
h
t
u
s
th
eo
r
etica
l
co
n
ce
p
ts
s
u
ch
a
s
p
h
o
n
emic
a
w
a
r
en
ess
ye
t
fa
iled
to
p
r
o
vid
e
p
r
a
ctica
l te
a
ch
i
n
g
ex
p
erien
ce
.
”
(
Par
ticip
an
t 3
,
Alm
a
ty
)
T
h
e
p
r
ac
ticu
m
ex
p
er
ien
ce
m
o
s
tly
f
o
cu
s
ed
o
n
class
r
o
o
m
m
an
ag
em
en
t
in
s
tead
o
f
teac
h
in
g
liter
ac
y
-
s
p
ec
if
ic
tech
n
iq
u
es,
ac
co
r
d
in
g
to
m
u
lti
p
le
s
tu
d
en
t r
ep
o
r
ts
.
“
Du
r
in
g
p
r
a
ctice
,
w
e
d
id
n
o
t
r
ea
lly
tea
ch
r
ea
d
in
g
.
We
w
e
r
e
ju
s
t
h
elp
in
g
th
e
men
to
r
tea
ch
er
to
p
r
in
t p
a
p
ers
.
”
(
Par
ticip
an
t 1
4
,
Pav
lo
d
ar
)
T
ea
ch
in
g
s
tu
d
en
ts
r
ec
o
m
m
en
d
ed
p
ee
r
-
led
s
im
u
latio
n
s
an
d
s
tr
u
ctu
r
ed
wo
r
k
s
h
o
p
s
to
im
p
r
o
v
e
th
eir
co
n
f
id
e
n
ce
lev
els.
“
P
r
a
cticin
g
tea
ch
in
g
in
s
imu
la
ted
less
o
n
s
w
o
u
ld
g
ive
u
s
g
r
ea
ter
co
n
fid
e
n
ce
w
h
en
w
e
s
ta
r
t
w
o
r
kin
g
in
s
ch
o
o
ls
.
”
(
Par
ticip
an
t 6
,
Sh
y
m
k
en
t)
Sev
er
al
s
tu
d
en
ts
n
o
ted
a
lac
k
o
f
teac
h
in
g
s
taf
f
wh
o
d
em
o
n
s
tr
ated
p
r
o
p
er
r
ea
d
in
g
in
s
tr
u
ctio
n
m
eth
o
d
s
.
“
Ou
r
p
r
o
fess
o
r
s
ju
s
t
d
o
lectu
r
es
w
ith
P
o
w
er
P
o
in
t
p
r
esen
ta
tio
n
.
Th
e
d
emo
n
s
tr
a
tio
n
o
f
effec
tive
r
ea
d
in
g
in
s
tr
u
ctio
n
r
ema
in
s
u
n
s
ee
n
th
r
o
u
g
h
o
u
t
o
u
r
a
c
a
d
emic
ex
p
erien
ce
.
”
(
Par
ticip
an
t
1
,
Kar
ag
an
d
a)
T
h
e
ab
s
en
ce
o
f
p
r
ac
tical
tea
ch
in
g
ex
p
e
r
ien
ce
alo
n
g
with
to
o
m
u
ch
th
eo
r
etica
l
f
o
cu
s
p
r
ev
en
ts
asp
ir
in
g
teac
h
er
s
f
r
o
m
g
ain
in
g
ess
en
tial liter
ac
y
an
d
teac
h
i
n
g
ab
ilit
ies.
R
esear
ch
d
ata
r
ev
ea
l
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
d
is
p
lay
lo
w
co
n
f
id
en
ce
lev
els
wh
en
p
r
ep
ar
in
g
to
in
s
tr
u
ct
r
ea
d
in
g
.
R
esear
ch
s
h
o
ws
th
at
m
an
y
p
r
e
-
s
er
v
ice
teac
h
er
s
f
ee
l
u
n
p
r
e
p
ar
ed
to
ef
f
ec
tiv
ely
teac
h
r
ea
d
in
g
,
wh
ich
alig
n
s
with
th
eir
ex
p
r
ess
ed
co
n
ce
r
n
s
ab
o
u
t
in
s
u
f
f
icien
t
h
an
d
s
-
o
n
tr
ain
in
g
an
d
e
x
ce
s
s
iv
e
th
eo
r
etica
l
f
o
cu
s
in
th
eir
u
n
iv
e
r
s
ity
p
r
o
g
r
am
s
[
2
1
]
,
[
3
2
]
.
T
h
e
lack
o
f
p
r
ac
tical
ap
p
licatio
n
o
p
p
o
r
t
u
n
ities
f
o
r
th
eo
r
etica
l
k
n
o
wled
g
e
th
r
o
u
g
h
o
u
t
teac
h
in
g
p
r
ac
ticu
m
s
d
em
o
n
s
tr
ates
a
d
is
co
n
n
ec
tio
n
b
etwe
en
teac
h
er
tr
ain
in
g
an
d
r
ea
l
class
r
o
o
m
teac
h
in
g
d
e
m
an
d
s
.
T
h
e
d
em
a
n
d
f
o
r
p
e
er
-
led
s
i
m
u
latio
n
s
,
alo
n
g
with
in
s
tr
u
c
to
r
s
d
em
o
n
s
tr
atin
g
p
r
o
p
er
r
ea
d
in
g
in
s
tr
u
ctio
n
m
eth
o
d
s
,
r
ev
ea
ls
p
o
te
n
tial
teac
h
in
g
s
tr
ateg
ies
to
b
o
o
s
t
p
r
e
-
s
er
v
ice
teac
h
er
s
’
ab
ilit
ies
an
d
ass
u
r
an
ce
i
n
teac
h
in
g
r
ea
d
in
g
.
R
esear
ch
d
e
m
o
n
s
tr
ates
th
at
r
ea
l
-
wo
r
ld
teac
h
in
g
ac
tiv
ities
,
s
u
ch
as
tu
to
r
in
g
r
ea
d
er
s
wh
o
f
ac
e
d
if
f
icu
lties
,
h
elp
b
u
ild
p
r
e
-
s
er
v
ice
teac
h
er
s
’
co
n
f
i
d
en
ce
in
liter
ac
y
in
s
tr
u
ctio
n
.
3
.
3
.
Dig
it
a
l
re
a
din
g
eng
a
g
e
m
ent
T
h
e
q
u
an
titativ
e
s
u
r
v
e
y
f
in
d
i
n
g
s
in
d
icate
d
m
o
d
er
ate
d
ig
ita
l
f
atig
u
e
(
M
=
3
.
0
7
,
SD
=
1
.
3
8
)
an
d
p
r
in
t
p
r
ef
er
en
ce
(
M
=
2
.
9
1
,
SD
=
1
.
4
8
)
,
wh
ich
s
u
p
p
o
r
ted
th
e
q
u
alitativ
e
f
in
d
in
g
s
ab
o
u
t
d
i
g
ital
ex
h
au
s
tio
n
.
Stu
d
en
ts
ex
p
er
ien
ce
d
lim
ited
c
o
g
n
itiv
e
in
v
o
lv
e
m
en
t
d
u
r
in
g
s
cr
ee
n
-
b
ased
r
ea
d
in
g
,
ev
e
n
th
o
u
g
h
th
ey
h
ad
s
u
b
s
tan
tial
ac
ce
s
s
to
d
ig
ital
tex
ts
,
wh
i
ch
alig
n
s
with
wo
r
ld
wid
e
p
atter
n
s
.
T
h
e
r
o
le
o
f
d
ig
ita
l
r
ea
d
in
g
r
em
ain
s
m
u
ltifa
ce
ted
,
with
n
u
m
er
o
u
s
co
n
f
lictin
g
asp
ec
ts
.
Mo
s
t
s
tu
d
en
ts
p
r
ef
er
r
ed
p
r
i
n
t
r
ea
d
in
g
b
ec
au
s
e
ev
en
th
o
u
g
h
4
2
%
r
ea
d
d
ig
ital
t
e
x
t
s
wee
k
ly
a
n
d
3
1
%
d
a
i
l
y
,
t
h
ei
r
o
v
er
all
p
r
ef
er
en
ce
lean
ed
t
o
war
d
p
r
in
t (
M
=
2
.
9
1
,
SD
=
1
.
4
8
)
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
n
h
a
n
ci
n
g
r
ea
d
i
n
g
s
kills
a
mo
n
g
p
r
e
-
s
ervice
p
r
ima
r
y
s
ch
o
o
l te
a
ch
ers
in
K
a
z
a
kh
s
ta
n
(
La
z
z
a
t S
a
p
a
r
ta
ye
va
)
1733
T
h
e
av
er
ag
e
r
esp
o
n
s
e
o
f
3
.
0
7
(
SD
=
1
.
3
8
)
to
th
e
s
tatem
en
t
“
I
feel
fa
tig
u
ed
fr
o
m
d
ig
ita
l
r
e
a
d
in
g
”
s
h
o
ws
th
at
p
eo
p
le
f
in
d
r
ea
d
in
g
o
n
s
cr
ee
n
s
m
en
tally
tirin
g
,
as
s
ee
n
in
T
a
b
le
2
.
T
ab
le
2
.
Descr
ip
tiv
e
an
al
y
s
is
I
n
d
e
x
R
e
a
d
_
f
o
r
_
p
l
e
a
s
u
r
e
C
o
n
f
i
d
e
n
t
_
t
e
a
c
h
i
n
g
U
n
i
v
e
r
si
t
y
_
p
r
e
p
a
r
e
d
K
n
o
w
_
st
r
a
t
e
g
i
e
s
I
n
sp
i
r
e
_
c
h
i
l
d
r
e
n
P
r
e
f
e
r
_
p
r
i
n
t
D
i
g
i
t
a
l
_
f
a
t
i
g
u
e
R
e
a
d
s
_
d
i
g
i
t
a
l
_
o
f
t
e
n
N
2
0
5
2
0
5
2
0
5
2
0
5
2
0
5
2
0
5
2
0
5
2
0
5
M
3
.
0
9
2
.
9
2
3
.
0
5
2
.
9
8
3
.
1
1
2
.
9
1
3
.
0
7
3
.
0
2
S
D
1
.
4
4
1
.
4
0
1
.
3
7
1
.
4
3
1
.
3
9
1
.
4
8
1
.
3
8
1
.
4
2
Stu
d
en
ts
o
f
ten
talk
ed
a
b
o
u
t
t
h
eir
b
attle
b
etwe
en
d
ig
ital
r
ea
d
in
g
ea
s
e
an
d
m
e
n
tal
wo
r
k
lo
a
d
.
Stu
d
en
ts
wh
o
f
ac
e
ec
o
n
o
m
ic
c
o
n
s
tr
ain
t
s
f
r
eq
u
en
tly
t
u
r
n
t
o
d
ig
ital r
ea
d
in
g
b
ec
a
u
s
e
it is
ess
en
tial.
“
I
ca
n
s
p
en
d
e
n
d
less
h
o
u
r
s
s
cro
llin
g
th
r
o
u
g
h
TikTo
k
o
r
I
n
s
ta
g
r
a
m
b
u
t
s
tr
u
g
g
le
to
ma
in
ta
i
n
fo
cu
s
w
h
en
r
ea
d
in
g
d
i
g
ita
l a
r
ticles
.
”
(
Par
ticip
an
t 1
9
,
Alm
aty
)
.
“
My
fin
a
n
cia
l sit
u
a
tio
n
p
r
ev
en
ts
me
f
r
o
m
p
u
r
ch
a
s
in
g
p
r
in
ted
b
o
o
ks o
r
p
r
in
tin
g
r
ea
d
in
g
ma
teri
a
l
s
w
h
ich
lea
d
s
me
to
r
ea
d
o
n
lin
e
.
”
(
Par
ticip
an
t 5
,
Pav
lo
d
ar
)
T
h
e
lack
o
f
c
u
r
r
e
n
t
e
-
b
o
o
k
s
in
u
n
iv
er
s
ity
lib
r
a
r
ies
f
o
r
ce
d
s
t
u
d
en
ts
to
s
ettle
f
o
r
less
ac
ad
em
ic
o
n
lin
e
co
n
te
n
t.
Mu
ltip
le
in
ter
v
iews r
ev
ea
led
t
h
at
s
tu
d
en
ts
f
r
eq
u
e
n
tly
d
e
p
en
d
ed
o
n
th
ei
r
s
m
ar
tp
h
o
n
es f
o
r
r
e
ad
in
g
,
ev
e
n
th
o
u
g
h
th
ey
co
u
l
d
ch
o
o
s
e
to
r
ea
d
b
o
o
k
s
in
s
tead
.
“
I
a
m
in
teres
ted
in
r
ea
d
in
g
b
u
t
a
u
to
ma
tica
lly
s
ta
r
t
I
n
s
ta
g
r
a
m
b
ec
a
u
s
e
o
f
my
r
o
u
tin
e.
Des
p
ite
my
in
ten
tio
n
to
r
ea
d
I
fin
d
myself
ch
ec
kin
g
th
e
time
a
fter
s
ev
era
l
h
o
u
r
s
w
ith
o
u
t
r
ea
d
in
g
a
n
yt
h
in
g
.
”
(
Par
ticip
an
t 2
2
,
Alm
aty
)
T
h
is
r
ec
u
r
r
in
g
g
e
n
er
atio
n
al
tr
en
d
s
h
o
ws
th
at
r
ea
d
in
g
c
o
m
p
etes
with
h
ig
h
l
y
ad
d
icti
v
e
d
ig
ital
en
ter
tain
m
en
t
o
p
tio
n
s
,
wh
ich
r
eq
u
ir
es
v
er
y
litt
le
ef
f
o
r
t.
Dig
ital
tex
ts
p
r
o
v
id
e
ea
s
y
ac
ce
s
s
y
et
th
ey
u
s
u
ally
f
ai
l
to
m
ain
tain
in
ter
est
b
ec
a
u
s
e
t
h
ey
lack
s
u
b
s
tan
tiv
e
co
n
te
n
t.
T
h
e
p
ar
ticip
atio
n
o
f
p
r
e
-
s
er
v
i
ce
teac
h
er
s
in
d
i
g
ital
r
ea
d
in
g
ex
p
er
ien
ce
s
cr
ea
tes
co
n
f
lict
b
etwe
en
ea
s
y
ac
ce
s
s
a
n
d
m
en
tal
ex
h
a
u
s
tio
n
.
Fre
q
u
e
n
t
ac
ce
s
s
to
d
ig
ital
tex
ts
s
tem
s
f
r
o
m
af
f
o
r
d
a
b
ilit
y
an
d
lib
r
a
r
y
lim
itatio
n
s
,
y
et
a
p
r
ef
er
e
n
ce
f
o
r
p
r
in
t
p
er
s
is
ts
b
ec
au
s
e
r
ea
d
er
s
ex
p
er
ien
ce
d
ig
ital
r
ea
d
i
n
g
f
a
tig
u
e.
T
h
e
ten
s
io
n
b
etwe
en
d
ig
ital
en
ter
tain
m
en
t
attr
ac
tio
n
s
,
s
u
ch
as
s
o
cial
m
ed
ia,
an
d
th
e
p
u
r
s
u
it
o
f
m
e
an
in
g
f
u
l
r
ea
d
in
g
r
e
f
lects
a
s
ig
n
if
ican
t
p
atter
n
p
r
esen
t
in
co
n
tem
p
o
r
a
r
y
s
o
ciety
.
T
ea
ch
er
ed
u
ca
tio
n
p
r
o
g
r
am
s
m
u
s
t
d
ev
el
o
p
s
tr
ateg
ies
to
ef
f
ec
tiv
ely
u
s
e
d
ig
ital
r
eso
u
r
ce
s
f
o
r
r
ea
d
i
n
g
in
s
tr
u
ctio
n
,
wh
ile
also
teac
h
i
n
g
ed
u
ca
t
o
r
s
h
o
w
t
o
en
c
o
u
r
a
g
e
m
in
d
f
u
l
d
ig
ital
tex
t
e
n
g
ag
e
m
en
t
an
d
m
ain
tain
a
b
alan
ce
with
p
r
in
t
r
ea
d
in
g
p
r
ac
tices.
A
s
tu
d
y
co
n
d
u
cte
d
b
y
Ma
d
en
[
3
3
]
o
b
s
er
v
e
d
th
e
co
m
m
o
n
u
s
ag
e
o
f
d
ig
ital
m
ed
ia
am
o
n
g
p
r
e
-
s
er
v
ice
lan
g
u
ag
e
teac
h
er
s
in
T
u
r
k
ey
,
wh
ile
also
ex
am
in
in
g
h
o
w
p
s
y
ch
o
lo
g
ical
elem
en
ts
s
u
ch
as m
o
tiv
atio
n
a
n
d
an
x
iet
y
af
f
ec
ted
th
eir
d
i
g
ital r
ea
d
in
g
ac
tiv
ities
.
3
.
4
.
O
bs
t
a
cles t
o
perso
na
l r
ea
din
g
B
ar
r
ier
s
to
r
eg
u
lar
r
ea
d
in
g
h
av
e
b
ee
n
ex
ten
s
iv
ely
r
ep
o
r
te
d
.
L
ac
k
o
f
tim
e
em
er
g
e
d
as
t
h
e
p
r
im
ar
y
b
ar
r
ier
(
6
8
%),
f
o
llo
wed
b
y
ac
ad
em
ic
o
v
er
lo
ad
(
5
2
%)
a
n
d
lo
w
m
o
tiv
atio
n
(
3
9
%).
Stu
d
en
ts
r
e
p
o
r
ted
an
av
er
ag
e
s
co
r
e
o
f
2
.
3
o
n
h
a
v
in
g
en
o
u
g
h
tim
e
to
r
ea
d
,
wh
ile
th
eir
en
er
g
y
lev
els
to
r
ea
d
af
t
er
s
tu
d
y
in
g
r
ea
ch
e
d
a
m
ea
n
s
co
r
e
o
f
2
.
6
.
Stu
d
en
ts
wh
o
h
o
ld
ev
en
in
g
o
r
wee
k
e
n
d
jo
b
s
f
o
r
s
elf
-
s
u
p
p
o
r
t
o
r
t
u
itio
n
ex
p
en
s
es
f
ac
e
in
cr
ea
s
ed
ex
h
a
u
s
tio
n
an
d
r
ed
u
ce
d
r
ea
d
in
g
tim
e
b
ec
a
u
s
e
o
f
th
eir
wo
r
k
co
m
m
itm
en
t.
“
A
fter
fin
is
h
in
g
cla
s
s
my
fir
s
t
p
r
io
r
ity
is
g
o
in
g
to
w
o
r
k.
My
ex
h
a
u
s
tio
n
r
ea
ch
es
its
p
ea
k
b
y
h
o
me
time
.
”
(
Par
ticip
an
t 1
1
,
Kar
a
g
a
n
d
a)
R
eg
io
n
al
u
n
iv
e
r
s
ities
ex
p
er
ie
n
ce
d
th
is
s
itu
atio
n
at
a
h
ig
h
er
r
ate,
b
ec
au
s
e
f
in
an
cial
a
id
was
n
o
t
ea
s
ily
ac
ce
s
s
ib
le.
“
Th
e
s
ch
o
la
r
s
h
ip
I
r
ec
eive
is
in
s
u
fficien
t
a
n
d
my
p
a
r
en
ts
ca
n
n
o
t
a
s
s
is
t
me
fin
a
n
cia
lly
s
o
I
mu
s
t
w
o
r
k
ev
en
in
g
s
h
ifts
a
t a
ca
fé
.
”
(
Par
ticip
an
t 2
,
Sh
y
m
k
en
t)
Sev
er
al
p
ar
ticip
an
ts
r
ep
o
r
ted
t
h
at
th
ey
ex
p
er
ien
ce
d
r
ep
ea
ted
p
atter
n
s
o
f
p
r
o
cr
asti
n
atio
n
f
o
ll
o
wed
b
y
g
u
ilt.
“
I
u
n
d
ers
ta
n
d
th
a
t
in
crea
s
in
g
my
r
ea
d
in
g
is
ess
en
tia
l
b
ec
a
u
s
e
I
p
la
n
to
b
ec
o
me
a
tea
ch
er
.
I
f
a
il
to
a
cc
o
mp
lis
h
r
ea
d
in
g
ta
s
ks w
h
ich
r
esu
lts
in
feelin
g
s
o
f g
u
ilt
.
”
(
Par
ticip
an
t 1
0
,
Alm
aty
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
2
,
Ap
r
il
20
2
6
:
1
7
2
8
-
1
7
3
6
1734
So
cial
m
ed
ia
b
ec
am
e
th
e
m
ain
d
is
tr
ac
tio
n
wh
ich
to
o
k
u
p
tim
e
wh
ile
d
im
in
is
h
in
g
m
e
n
tal
en
d
u
r
an
ce
.
“
I
p
r
o
mis
e
myself
th
a
t
I
w
ill
r
ea
d
b
u
t
I
s
p
en
d
h
o
u
r
s
o
n
I
n
s
ta
g
r
a
m
a
n
d
TikTo
k
u
n
til
I
d
r
ift
o
ff
to
s
leep
in
s
tea
d
.
”
(
Par
ticip
an
t 4
,
Sh
y
m
k
en
t)
T
h
e
ab
s
en
ce
o
f
en
g
ag
in
g
r
ea
d
in
g
m
ater
ials
th
at
m
atc
h
ed
s
tu
d
en
ts
’
in
ter
ests
h
as
e
m
er
g
ed
as
a
s
ig
n
if
ican
t
p
r
o
b
lem
.
T
h
e
s
tu
d
en
ts
ex
p
r
ess
ed
d
is
s
atis
f
ac
tio
n
b
ec
au
s
e
th
e
cu
r
r
ic
u
lu
m
a
n
d
u
n
iv
er
s
ity
lib
r
ar
ies
d
id
n
o
t
p
r
o
v
id
e
tex
ts
th
at
m
atc
h
ed
th
eir
id
e
n
titi
es a
n
d
in
ter
es
ts
.
“
Th
e
b
o
o
ks
w
e
n
ee
d
to
r
ea
d
f
o
r
cla
s
s
a
r
e
fr
o
m
a
d
is
ta
n
t
p
a
s
t.
Wh
y
a
r
en
’
t
o
u
r
r
ea
d
in
g
ma
teri
a
ls
u
p
d
a
te
d
to
r
eflec
t o
u
r
cu
r
r
en
t
ex
p
erien
ce
s
?
”
(
Par
ticip
an
t 8
,
Pav
lo
d
ar
)
T
h
is
p
r
o
b
lem
f
r
eq
u
en
tly
s
tem
m
ed
f
r
o
m
in
s
titu
tio
n
s
n
o
t
p
r
io
r
itizin
g
r
ea
d
in
g
en
o
u
g
h
.
“
Ho
w
w
ill
w
e
fin
d
in
s
p
ir
a
tio
n
if
o
u
r
p
r
o
fess
o
r
s
d
o
n
o
t
d
is
cu
s
s
th
eir
r
ea
d
in
g
ma
te
r
ia
ls
?
”
(
Par
ticip
an
t 1
7
,
Kar
a
g
an
d
a
)
Stu
d
en
ts
en
co
u
n
te
r
m
u
ltip
le
o
v
er
lap
p
in
g
b
ar
r
ier
s
,
in
clu
d
i
n
g
s
tr
u
ctu
r
al
ch
allen
g
es
s
u
ch
as
wo
r
k
an
d
ac
ad
em
ic
d
em
an
d
s
,
as
well
as
em
o
tio
n
al
is
s
u
es
s
u
ch
as
g
u
ilt
an
d
f
atig
u
e,
alo
n
g
s
id
e
cu
ltu
r
al
p
r
o
b
lem
s
s
u
ch
as
ir
r
elev
an
t
co
n
ten
t
an
d
lack
o
f
r
o
le
m
o
d
els,
wh
ich
to
g
eth
er
s
tifle
th
eir
r
ea
d
in
g
p
r
ac
tices.
Sy
s
tem
atic
s
o
lu
tio
n
s
to
th
ese
co
m
p
lex
c
h
allen
g
es
will
en
ab
l
e
p
r
e
-
s
er
v
ice
teac
h
e
r
s
to
d
ev
el
o
p
co
n
f
id
en
ce
a
n
d
m
o
tiv
atio
n
to
b
ec
o
m
e
liter
ac
y
ad
v
o
ca
tes.
R
esear
ch
o
n
p
r
e
-
s
er
v
ice
tea
ch
er
s
f
r
o
m
d
if
f
er
e
n
t
co
n
tex
t
s
r
ev
ea
led
th
e
s
am
e
p
er
s
o
n
al
r
ea
d
in
g
b
ar
r
ier
s
,
s
u
ch
as
in
s
u
f
f
icien
t
tim
e
av
ailab
ilit
y
,
h
ea
v
y
ac
ad
em
ic
b
u
r
d
en
s
,
an
d
d
im
i
n
is
h
ed
m
o
tiv
atio
n
lev
els.
R
eg
io
n
al
u
n
iv
e
r
s
ity
p
ar
t
-
tim
e
wo
r
k
in
ten
s
if
ies
s
tr
u
ctu
r
al
a
n
d
em
o
tio
n
al
c
h
allen
g
es,
w
h
ile
p
r
o
c
r
asti
n
atio
n
-
g
u
ilt
cy
cles
p
r
ev
en
t
f
u
tu
r
e
teac
h
er
s
f
r
o
m
b
u
ild
in
g
s
tab
le
r
ea
d
in
g
h
ab
its
.
T
h
e
m
ajo
r
d
is
tr
ac
tio
n
o
f
s
o
cial
m
ed
ia
co
m
b
in
ed
with
s
tu
d
en
ts
’
p
e
r
ce
p
tio
n
s
th
at
r
ea
d
in
g
m
ater
ials
lack
ap
p
ea
l
an
d
r
elev
an
ce
wo
r
s
en
s
th
ese
ed
u
ca
tio
n
al
ch
allen
g
es.
W
h
en
p
r
o
f
ess
o
r
s
d
o
n
o
t
d
em
o
n
s
tr
ate
r
ea
d
in
g
h
ab
its
as
p
ar
t
o
f
th
eir
in
s
titu
tio
n
al
ex
p
ec
tatio
n
s
,
th
ey
p
r
o
d
u
ce
an
en
v
ir
o
n
m
e
n
t
th
at
is
n
o
t
co
n
d
u
civ
e
to
d
ev
elo
p
in
g
r
ea
d
i
n
g
h
ab
its
am
o
n
g
p
r
e
-
s
er
v
ice
teac
h
er
s
.
Hu
an
g
[
5
]
f
o
u
n
d
th
at
p
r
e
-
s
er
v
ice
teac
h
er
s
s
p
en
t
less
tim
e
r
ea
d
in
g
b
ec
au
s
e
o
f
th
eir
p
ar
t
-
tim
e
wo
r
k
c
o
m
m
itm
en
ts
an
d
s
o
cial
m
ed
ia
e
n
g
ag
e
m
en
t.
T
ea
ch
er
e
d
u
ca
tio
n
f
ac
u
lty
m
u
s
t
p
r
o
m
o
te
en
jo
y
a
b
le
r
ea
d
in
g
ex
p
er
ien
ce
s
th
r
o
u
g
h
liter
ac
y
a
ctiv
ities
th
at
ca
r
r
y
in
tr
in
s
ic
v
al
u
e
f
o
r
p
r
e
-
s
er
v
ice
teac
h
er
s
[
3
4
]
.
4.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
’
s
f
in
d
in
g
s
,
in
r
elati
o
n
to
th
e
r
esear
ch
q
u
esti
o
n
s
,
in
d
icate
th
at
p
r
e
-
s
er
v
ice
p
r
im
a
r
y
s
ch
o
o
l
teac
h
er
s
in
Kaz
ak
h
s
tan
en
co
u
n
ter
co
n
s
id
er
ab
le
s
tr
u
ctu
r
al
an
d
em
o
tio
n
al
o
b
s
tacle
s
to
p
er
s
o
n
al
r
ea
d
in
g
,
wh
ich
co
m
p
r
is
e
s
ev
er
e
tim
e
lim
itatio
n
s
,
ac
ad
em
ic
o
v
e
r
lo
ad
,
a
n
d
d
ig
ital
r
ea
d
in
g
e
x
h
au
s
tio
n
.
As
a
r
esu
lt,
th
eir
n
atu
r
al
in
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RE
F
E
R
E
NC
E
S
[
1
]
H
.
A
k
y
o
l
a
n
d
M
.
U
l
u
so
y
,
“
Pre
-
ser
v
i
c
e
t
e
a
c
h
e
r
s’
u
s
e
o
f
r
e
a
d
i
n
g
st
r
a
t
e
g
i
e
s
i
n
t
h
e
i
r
o
w
n
r
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a
d
i
n
g
s
a
n
d
f
u
t
u
r
e
c
l
a
ssr
o
o
m
s,
”
T
e
a
c
h
i
n
g
a
n
d
T
e
a
c
h
e
r E
d
u
c
a
t
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o
n
,
v
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l
.
2
6
,
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o
.
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,
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p
.
8
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0
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1
0
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6
/
j
.
t
a
t
e
.
2
0
0
9
.
1
0
.
0
2
6
.
[
2
]
A
.
J.
A
p
p
l
e
g
a
t
e
a
n
d
M
.
D
.
A
p
p
l
e
g
a
t
e
,
“
T
h
e
P
e
t
e
r
e
f
f
e
c
t
:
r
e
a
d
i
n
g
h
a
b
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t
s
a
n
d
a
t
t
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t
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d
e
s
o
f
p
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e
ser
v
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c
e
t
e
a
c
h
e
r
s
,
”
T
h
e
R
e
a
d
i
n
g
T
e
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c
h
e
r
,
v
o
l
.
5
7
,
n
o
.
6
,
p
p
.
5
5
4
–
5
6
3
,
2
0
0
4
.
[
3
]
S
.
H
u
a
n
g
,
M
.
C
a
p
p
s,
J.
B
l
a
c
k
l
o
c
k
,
a
n
d
M
.
G
a
r
z
a
,
“
R
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a
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n
g
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a
b
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d
S
t
a
t
e
s,
”
R
e
a
d
i
n
g
Ps
y
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o
l
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g
y
,
v
o
l
.
3
5
,
n
o
.
5
,
p
p
.
4
3
7
–
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6
7
,
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l
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2
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4
,
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o
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:
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0
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1
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0
2
7
0
2
7
1
1
.
2
0
1
2
.
7
3
9
5
9
3
.
[
4
]
P
.
C
.
K
e
n
n
e
d
y
,
“
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e
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su
r
i
n
g
t
h
e
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f
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t
s
o
f
i
n
st
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t
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o
n
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n
v
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r
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me
n
t
a
n
d
st
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d
e
n
t
e
n
g
a
g
e
me
n
t
o
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a
d
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n
g
a
c
h
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e
v
e
me
n
t
f
o
r
st
r
u
g
g
l
i
n
g
r
e
a
d
e
r
s i
n
m
i
d
d
l
e
s
c
h
o
o
l
,
”
P
h
.
D
.
d
i
ssert
a
t
i
o
n
,
U
n
i
v
e
r
si
t
y
o
f
O
r
e
g
o
n
,
E
u
g
e
n
e
,
U
n
i
t
e
d
S
t
a
t
e
s
,
2
0
1
4
.
[
5
]
S
.
H
u
a
n
g
,
“
R
e
a
d
i
n
g
p
r
a
c
t
i
c
e
s
o
f
p
r
e
-
s
e
r
v
i
c
e
t
e
a
c
h
e
r
s
i
n
t
h
e
U
n
i
t
e
d
S
t
a
t
e
s,
”
Re
a
d
i
n
g
Psy
c
h
o
l
o
g
y
,
v
o
l
.
3
8
,
n
o
.
6
,
p
p
.
5
8
0
–
6
0
3
,
A
u
g
.
2
0
1
7
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
7
0
2
7
1
1
.
2
0
1
7
.
1
3
1
0
1
6
0
.
[
6
]
A
.
E.
C
u
n
n
i
n
g
h
a
m
,
K
.
E
.
P
e
r
r
y
,
K
.
E.
S
t
a
n
o
v
i
c
h
,
a
n
d
P
.
J
.
S
t
a
n
o
v
i
c
h
,
“
D
i
sc
i
p
l
i
n
a
r
y
k
n
o
w
l
e
d
g
e
o
f
K
-
3
t
e
a
c
h
e
r
s
a
n
d
t
h
e
i
r
k
n
o
w
l
e
d
g
e
c
a
l
i
b
r
a
t
i
o
n
i
n
t
h
e
d
o
m
a
i
n
o
f
e
a
r
l
y
l
i
t
e
r
a
c
y
,
”
A
n
n
a
l
s
o
f
D
y
sl
e
x
i
a
,
v
o
l
.
5
4
,
n
o
.
1
,
p
p
.
1
3
9
–
1
6
7
,
M
a
r
.
2
0
0
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
1
8
8
1
-
004
-
0
0
0
7
-
y.
[
7
]
S
.
S
.
M
c
K
o
o
l
a
n
d
S
.
G
e
s
p
a
ss
,
“
D
o
e
s
J
o
h
n
n
y
’
s
r
e
a
d
i
n
g
t
e
a
c
h
e
r
l
o
v
e
t
o
r
e
a
d
?
H
o
w
t
e
a
c
h
e
r
s’
p
e
r
so
n
a
l
r
e
a
d
i
n
g
h
a
b
i
t
s
a
f
f
e
c
t
i
n
s
t
r
u
c
t
i
o
n
a
l
p
r
a
c
t
i
c
e
s
,
”
L
i
t
e
ra
c
y
Re
s
e
a
rc
h
a
n
d
I
n
st
r
u
c
t
i
o
n
,
v
o
l
.
4
8
,
n
o
.
3
,
p
p
.
2
6
4
–
2
7
6
,
2
0
0
9
,
d
o
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:
1
0
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1
0
8
0
/
1
9
3
8
8
0
7
0
8
0
2
4
4
3
7
0
0
.
[
8
]
H
.
S
k
a
a
r
,
L.
E
l
v
e
b
a
k
k
,
a
n
d
J
.
H
.
N
i
l
sse
n
,
“
Li
t
e
r
a
t
u
r
e
i
n
d
e
c
l
i
n
e
?
D
i
f
f
e
r
e
n
c
e
s
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n
p
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e
-
ser
v
i
c
e
a
n
d
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n
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ser
v
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p
r
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mar
y
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