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Mo
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[
1
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Pro
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en
d
e
n
t r
ea
d
in
g
ab
ilit
ies [
1
6
]
–
[
1
8
]
.
R
esear
ch
in
cr
ea
s
in
g
ly
em
p
h
a
s
izes
in
s
tr
u
ctio
n
al
to
o
ls
th
at
co
m
b
in
e
g
am
i
f
icatio
n
,
in
s
tan
t
f
ee
d
b
ac
k
,
an
d
in
te
r
ac
tiv
ity
,
s
u
c
h
as
W
o
r
d
wall,
L
ea
r
n
in
g
Ap
p
s
,
an
d
Qu
i
zizz
[
1
9
]
,
[
2
0
]
.
Me
ta
-
a
n
aly
s
es
in
d
icate
t
h
at
th
ese
to
o
ls
en
h
an
ce
lear
n
e
r
m
o
tiv
a
tio
n
an
d
s
u
p
p
o
r
t
le
x
ical
an
d
g
r
am
m
atica
l
d
e
v
elo
p
m
e
n
t
[
2
1
]
.
Ho
wev
e
r
,
m
o
s
t
s
tu
d
ies
f
o
cu
s
o
n
s
tu
d
en
ts
in
E
ast
Asi
an
an
d
E
u
r
o
p
ea
n
co
n
tex
ts
with
h
ig
h
I
C
T
av
ailab
i
lity
[
2
2
]
.
E
m
p
ir
ical
r
esear
ch
ad
d
r
ess
in
g
r
ea
d
in
g
in
s
tr
u
ctio
n
in
Kaz
ak
h
u
n
d
er
co
n
s
tr
ain
ed
I
C
T
co
n
d
itio
n
s
r
em
ain
s
ex
tr
em
ely
lim
ited
[
2
3
]
–
[
2
5
]
.
Mo
r
e
o
v
er
,
ex
is
tin
g
s
tu
d
ies
r
ar
ely
ex
am
in
e
b
o
t
h
c
o
g
n
itiv
e
o
u
tc
o
m
es
(
R
L
)
an
d
af
f
ec
tiv
e
o
u
tco
m
es (
r
ea
d
in
g
m
o
tiv
atio
n
)
to
g
eth
er
[
2
6
]
–
[
3
0
]
.
I
n
Kaz
ak
h
s
tan
,
wh
e
r
e
Kaz
ak
h
is
tau
g
h
t
f
r
o
m
th
e
ea
r
ly
g
r
ad
es,
th
e
r
e
is
litt
le
ev
i
d
en
ce
o
n
th
e
ef
f
ec
tiv
en
ess
o
f
in
ter
ac
tiv
e
d
i
g
ital
task
s
as
p
ar
t
o
f
an
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
f
o
r
ea
r
ly
R
L
d
ev
elo
p
m
en
t
.
C
las
s
r
o
o
m
o
b
s
er
v
atio
n
s
an
d
p
r
io
r
r
ep
o
r
ts
,
co
r
r
o
b
o
r
ated
b
y
PIRLS
d
ata,
in
d
icate
th
at
b
y
th
e
f
o
u
r
th
g
r
ad
e,
s
tu
d
en
ts
’
tex
t
c
o
m
p
r
eh
en
s
io
n
in
Kaz
ak
h
r
em
ai
n
s
in
s
u
f
f
icien
t,
lim
itin
g
th
eir
ac
ad
em
ic
s
u
cc
ess
an
d
en
g
ag
em
e
n
t
with
au
th
en
tic
te
x
ts
.
T
h
e
ef
f
ec
tiv
en
ess
o
f
s
h
o
r
t
b
u
t
f
r
eq
u
en
t
g
a
m
if
ied
d
i
g
ital
ex
er
cises
(
GDE
)
u
n
d
er
I
C
T
c
o
n
s
tr
ain
ts
h
as
n
o
t
b
ee
n
estab
lis
h
ed
.
I
t
is
als
o
u
n
k
n
o
wn
h
o
w
s
u
c
h
i
n
ter
v
en
tio
n
s
af
f
ec
t
b
o
th
co
g
n
itiv
e
an
d
m
o
tiv
atio
n
al
o
u
tco
m
es.
Ad
d
r
ess
in
g
th
is
g
ap
,
th
e
p
r
esen
t
s
tu
d
y
p
r
o
p
o
s
es
a
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
in
teg
r
atin
g
GDE
in
to
p
r
im
ar
y
s
ch
o
o
l
r
ea
d
in
g
i
n
s
tr
u
ctio
n
u
n
d
er
ty
p
ical
class
r
o
o
m
I
C
T
co
n
s
tr
ain
ts
,
in
clu
d
in
g
l
im
ited
in
f
r
astru
ctu
r
e,
r
estrict
ed
s
cr
ee
n
tim
e,
an
d
th
e
a
b
s
en
ce
o
f
cu
s
to
m
ed
u
ca
tio
n
al
s
o
f
twar
e.
Sp
ec
i
f
ically
,
th
e
s
tu
d
y
aim
s
to
a
n
s
wer
th
e
f
o
llo
win
g
r
esear
ch
q
u
esti
o
n
s
:
−
T
o
wh
at
ex
ten
t
d
o
es
th
e
in
te
g
r
atio
n
o
f
th
e
f
r
am
ewo
r
k
with
GDE
im
p
r
o
v
e
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
’
R
L
u
n
d
er
t
y
p
ical
class
r
o
o
m
I
C
T
c
o
n
s
tr
ain
ts
?
(
R
Q1
)
−
T
o
wh
at
ex
ten
t
d
o
es
t
h
e
f
r
a
m
ewo
r
k
e
n
h
an
ce
s
tu
d
e
n
ts
’
r
ea
d
in
g
m
o
tiv
atio
n
co
m
p
ar
ed
with
tr
ad
itio
n
al
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es a
m
o
n
g
Gr
ad
e
4
s
tu
d
en
ts
?
(
R
Q2
)
T
h
e
p
u
r
p
o
s
e
o
f
th
e
s
tu
d
y
is
t
o
ev
alu
ate
th
e
ef
f
ec
ts
o
f
th
e
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
in
teg
r
atin
g
GDE
o
n
R
L
an
d
r
ea
d
i
n
g
m
o
tiv
atio
n
am
o
n
g
Kaz
ak
h
s
tan
i
p
r
im
ar
y
s
ch
o
o
l
s
tu
d
en
ts
,
p
r
o
v
id
in
g
e
m
p
ir
ically
g
r
o
u
n
d
ed
in
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
o
n
t
h
e
u
s
e
o
f
g
am
if
ie
d
d
ig
ital
t
o
o
ls
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
class
r
o
o
m
s
.
T
h
is
s
tu
d
y
ad
o
p
ts
an
ed
u
ca
tio
n
al
p
r
o
g
r
am
ev
alu
atio
n
p
e
r
s
p
ec
tiv
e
b
y
ex
a
m
in
in
g
th
e
f
r
am
ewo
r
k
as
a
s
tr
u
ctu
r
ed
in
ter
v
en
tio
n
im
p
lem
en
ted
u
n
d
er
au
th
en
tic
s
ch
o
o
l
co
n
d
itio
n
s
.
T
h
e
o
b
ject
o
f
ev
alu
atio
n
is
th
e
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
i
n
teg
r
atin
g
GDE
in
to
Gr
ad
e
4
Kaz
ak
h
lan
g
u
a
g
e
in
s
tr
u
ctio
n
.
T
h
e
ev
alu
atio
n
is
g
u
id
ed
b
y
two
p
r
im
ar
y
cr
iter
ia:
in
s
tr
u
ctio
n
a
l
ef
f
ec
tiv
en
ess
,
ass
ess
ed
th
r
o
u
g
h
m
ea
s
u
r
ab
le
c
h
an
g
es
in
R
L
an
d
r
ea
d
in
g
m
o
tiv
atio
n
,
an
d
im
p
lem
en
tat
io
n
f
ea
s
ib
ilit
y
u
n
d
er
ty
p
ical
class
r
o
o
m
I
C
T
co
n
s
tr
ain
ts
,
in
clu
d
in
g
lim
ited
in
f
r
astru
ctu
r
e,
r
estricte
d
s
cr
ee
n
tim
e,
an
d
th
e
ab
s
en
ce
o
f
s
p
ec
ialized
s
o
f
twar
e.
T
h
e
f
in
d
in
g
s
ar
e
i
n
ten
d
ed
t
o
in
f
o
r
m
teac
h
e
r
s
,
cu
r
r
icu
lu
m
d
ev
elo
p
er
s
,
an
d
e
d
u
ca
tio
n
al
p
o
licy
m
ak
er
s
s
ee
k
in
g
ev
id
e
n
ce
-
b
ased
s
tr
ateg
ies
f
o
r
s
tr
en
g
th
en
in
g
R
L
in
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
ed
u
ca
tio
n
al
s
y
s
tem
s
.
2.
T
H
E
CO
M
P
RE
H
E
NS
I
VE
T
H
E
O
RE
T
I
CA
L
B
ASI
S
R
L
p
lay
s
a
ce
n
tr
al
r
o
le
in
p
r
im
ar
y
ed
u
ca
tio
n
,
u
n
d
e
r
p
i
n
n
in
g
lear
n
e
r
s
’
ac
ad
em
ic
ac
h
iev
em
en
t,
s
elf
-
r
eg
u
latio
n
,
an
d
en
g
ag
e
m
en
t
with
lea
r
n
in
g
p
r
o
ce
s
s
es
[
3
1
]
.
R
L
e
n
co
m
p
ass
es
d
e
co
d
in
g
,
v
o
ca
b
u
lar
y
k
n
o
wled
g
e,
an
d
h
i
g
h
er
-
o
r
d
e
r
co
m
p
r
eh
e
n
s
io
n
p
r
o
ce
s
s
es.
T
h
ese
co
m
p
o
n
en
ts
en
a
b
le
lear
n
e
r
s
to
d
ec
o
d
e
wr
itten
s
y
m
b
o
ls
an
d
m
ap
th
e
m
o
n
t
o
s
em
an
tic
r
ep
r
esen
tatio
n
s
,
wh
ich
ar
e
clo
s
ely
in
ter
r
elate
d
d
u
r
in
g
ea
r
ly
liter
ac
y
d
ev
elo
p
m
e
n
t
[
3
2
]
.
C
o
n
s
eq
u
e
n
tly
,
s
y
s
tem
atic
d
ev
el
o
p
m
en
t
o
f
r
ea
d
in
g
s
k
ills
in
p
r
im
ar
y
s
ch
o
o
l
is
wid
ely
r
ec
o
g
n
ized
as
f
o
u
n
d
atio
n
al
f
o
r
lear
n
er
s
’
co
g
n
itiv
e,
lin
g
u
i
s
tic,
an
d
ed
u
ca
tio
n
al
g
r
o
wth
[
3
3
]
.
I
n
ter
n
atio
n
al
atten
tio
n
to
ea
r
ly
r
ea
d
in
g
i
n
s
tr
u
ctio
n
h
as
b
ee
n
r
ein
f
o
r
ce
d
b
y
lar
g
e
-
s
ca
le
ass
ess
m
en
ts
s
u
ch
as
PIRLS,
wh
ich
u
n
d
er
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
f
o
u
n
d
atio
n
al
r
ea
d
in
g
s
k
ills
f
o
r
later
ac
ad
em
ic
s
u
cc
ess
an
d
life
lo
n
g
lear
n
in
g
[
3
4
]
.
I
n
s
tr
u
ctio
n
al
m
o
d
els
th
at
em
p
h
asize
g
r
ad
u
al
s
k
ill
d
ev
elo
p
m
e
n
t,
f
r
o
m
d
ec
o
d
i
n
g
to
h
ig
h
er
-
lev
el
co
m
p
r
eh
e
n
s
io
n
,
ar
e
p
ar
ticu
lar
l
y
r
elev
an
t
f
o
r
y
o
u
n
g
er
lear
n
er
s
.
T
h
e
s
im
p
le
v
iew
o
f
r
ea
d
in
g
(
SVR
)
m
o
d
el
co
n
ce
p
tu
alize
s
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
as
th
e
in
ter
ac
tio
n
b
etwe
en
d
ec
o
d
in
g
an
d
lan
g
u
ag
e
co
m
p
r
eh
e
n
s
io
n
,
a
n
d
it
h
as
r
ec
eiv
ed
s
u
b
s
tan
tial
em
p
ir
ical
s
u
p
p
o
r
t
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
ts
[
3
5
]
.
R
esear
ch
f
u
r
th
er
in
d
icate
s
th
at
ef
f
ec
tiv
e
p
r
im
ar
y
r
ea
d
i
n
g
in
s
tr
u
ctio
n
s
h
o
u
ld
ex
ten
d
b
ey
o
n
d
p
h
o
n
etic
s
k
ills
to
in
clu
d
e
ex
p
licit
teac
h
in
g
o
f
r
ea
d
in
g
s
tr
ateg
ies,
s
u
ch
as
id
en
tify
in
g
m
ain
Evaluation Warning : The document was created with Spire.PDF for Python.
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8
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2
2
Ga
mified
d
ig
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l e
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r
cises
to
en
h
a
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r
ea
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in
g
liter
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K
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kh
s
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A
kk
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)
1531
id
ea
s
,
m
ak
in
g
i
n
f
er
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,
a
n
d
m
o
n
ito
r
in
g
co
m
p
r
eh
e
n
s
io
n
[
3
6
]
.
Dev
el
o
p
m
en
tal
t
h
eo
r
y
s
u
g
g
ests
th
at
ch
ild
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en
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e
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ical
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tag
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ich
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s
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e
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o
r
tan
ce
o
f
v
is
u
al
s
u
p
p
o
r
ts
,
co
n
tex
tu
al
cu
es,
an
d
s
ca
f
f
o
ld
ed
lear
n
in
g
ac
tiv
ities
[
3
7
]
.
I
n
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es
in
co
r
p
o
r
atin
g
m
u
ltimo
d
al
in
p
u
t,
s
tr
u
ctu
r
ed
task
s
,
an
d
g
u
i
d
ed
p
r
a
ctice
ar
e
th
er
ef
o
r
e
p
ar
ticu
lar
ly
well
s
u
ited
to
th
i
s
d
ev
elo
p
m
en
tal
s
tag
e.
Prio
r
r
esear
ch
s
u
g
g
ests
th
at
th
ese
ac
tiv
ities
ar
e
m
o
s
t
ef
f
ec
tiv
e
wh
e
n
in
te
g
r
ated
in
t
o
r
e
g
u
lar
class
r
o
o
m
i
n
s
tr
u
ctio
n
an
d
alig
n
ed
with
cu
r
r
icu
lu
m
o
b
jectiv
es,
r
ath
er
th
an
u
s
ed
as
s
tan
d
alo
n
e
tech
n
o
lo
g
ical
s
o
lu
tio
n
s
[
3
8
]
.
I
n
r
ea
d
in
g
i
n
s
tr
u
ctio
n
,
GDE
h
av
e
b
ee
n
ass
o
ciate
d
with
im
p
r
o
v
em
e
n
ts
in
v
o
ca
b
u
lar
y
,
tex
t
co
m
p
r
eh
en
s
io
n
,
an
d
r
ea
d
in
g
f
lu
en
c
y
.
Gam
if
icatio
n
e
lem
en
ts
,
in
clu
d
in
g
p
o
in
ts
,
f
ee
d
b
ac
k
,
an
d
task
-
b
ased
ch
allen
g
es,
h
av
e
b
ee
n
s
h
o
wn
to
f
o
s
ter
p
o
s
itiv
e
attitu
d
es
to
war
d
r
ea
d
in
g
an
d
s
u
s
tain
en
g
ag
em
en
t a
m
o
n
g
y
o
u
n
g
lear
n
er
s
.
3.
M
E
T
H
O
D
3
.
1
.
Study
des
ig
n
T
h
is
s
tu
d
y
em
p
lo
y
ed
a
q
u
asi
-
ex
p
er
im
en
tal
p
r
e
-
test
/p
o
s
t
-
test
co
n
tr
o
l
g
r
o
u
p
(
C
G)
d
esig
n
to
ev
alu
ate
th
e
ef
f
ec
tiv
e
n
ess
o
f
a
tech
n
o
l
o
g
y
-
e
n
h
an
ce
d
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
in
im
p
r
o
v
in
g
R
L
an
d
lear
n
e
r
m
o
tiv
atio
n
am
o
n
g
f
o
u
r
t
h
-
g
r
ad
e
s
tu
d
en
ts
[
3
9
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
c
ted
u
n
d
e
r
au
th
e
n
tic
s
ch
o
o
l
c
o
n
d
itio
n
s
to
r
ef
lect
r
o
u
tin
e
in
s
tr
u
ctio
n
al
p
r
ac
tice.
R
an
d
o
m
ass
ig
n
m
en
t
was
n
o
t
f
ea
s
ib
le
d
u
e
to
ad
m
in
is
tr
ativ
e
an
d
o
r
g
a
n
izatio
n
al
co
n
s
tr
ain
ts
with
in
th
e
s
ch
o
o
l; t
h
er
ef
o
r
e
,
in
tact
class
es we
r
e
u
s
ed
.
W
h
ile
th
is
ap
p
r
o
ac
h
m
a
y
in
tr
o
d
u
ce
p
o
ten
tial
s
elec
tio
n
b
ias,
b
aselin
e
eq
u
iv
alen
ce
b
etwe
en
th
e
ex
p
e
r
im
e
n
tal
g
r
o
u
p
(
E
G)
an
d
th
e
CG
was
ex
am
in
ed
u
s
in
g
p
r
e
-
test
m
ea
s
u
r
es
an
d
d
em
o
g
r
ap
h
ic
ch
a
r
ac
ter
is
tics
p
r
io
r
to
th
e
in
ter
v
en
tio
n
.
No
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
wer
e
id
en
tifie
d
at
b
aselin
e,
s
u
g
g
esti
n
g
in
itial
co
m
p
ar
ab
ilit
y
b
etwe
en
g
r
o
u
p
s
.
T
h
is
d
esig
n
p
r
eser
v
ed
ec
o
lo
g
ical
v
alid
ity
wh
ile
allo
win
g
f
o
r
s
tr
u
ctu
r
ed
co
m
p
a
r
is
o
n
a
n
d
r
ea
s
o
n
ab
le
co
n
tr
o
l
o
f
b
aselin
e
eq
u
iv
alen
ce
.
3
.
2
.
Co
llect
i
o
n
o
f
re
s
ea
rc
h sa
m
ples
T
h
e
s
tu
d
y
was
co
n
d
u
cted
a
t
Sch
o
o
l
-
Gy
m
n
asiu
m
No
.
3
8
in
Alm
aty
,
Kaz
ak
h
s
tan
.
A
to
tal
o
f
1
0
0
f
o
u
r
t
h
-
g
r
a
d
e
s
tu
d
en
ts
p
a
r
ticip
ated
in
th
e
s
tu
d
y
,
in
clu
d
in
g
5
0
s
tu
d
en
ts
in
th
e
E
G
an
d
5
0
in
t
h
e
C
G.
T
h
e
s
am
p
le
s
ize
o
f
1
0
0
was
ch
o
s
en
b
ased
o
n
class
av
ailab
ilit
y
an
d
to
en
s
u
r
e
s
u
f
f
icien
t
s
tati
s
tical
p
o
wer
(
ap
p
r
o
x
im
ately
0
.
8
0
)
f
o
r
d
ete
ctin
g
m
ed
iu
m
ef
f
ec
t
s
izes
(
C
o
h
en
’
s
d
=0
.
5
)
.
T
h
e
p
ar
ticip
an
ts
’
ag
es
r
an
g
ed
f
r
o
m
9
to
1
0
y
ea
r
s
(
M=
9
.
8
,
SD=0
.
3
)
,
as
s
h
o
wn
in
T
a
b
le
1
.
I
n
itial
lan
g
u
ag
e
p
r
o
f
icien
cy
was
ass
ess
ed
u
s
in
g
a
s
ch
o
o
l
-
b
ased
A
1
-
lev
el
d
iag
n
o
s
tic
alig
n
ed
with
Gr
a
d
e
4
cu
r
r
icu
lu
m
s
tan
d
ar
d
s
.
T
h
e
test
in
c
lu
d
ed
2
0
m
u
ltip
le
-
ch
o
ice
item
s
an
d
s
h
o
r
t
wr
itin
g
task
s
ass
ess
in
g
v
o
ca
b
u
lar
y
,
r
ea
d
i
n
g
c
o
m
p
r
eh
en
s
io
n
,
a
n
d
b
asic
g
r
am
m
ar
.
Par
en
tal/g
u
ar
d
ian
c
o
n
s
en
t o
b
tain
ed
.
T
ab
le
1
.
Par
ticip
an
t c
h
ar
ac
ter
i
s
tics
C
h
a
r
a
c
t
e
r
i
s
t
i
c
EG
C
G
To
t
a
l
A
g
e
(
y
e
a
r
s,
m
e
a
n
±
S
D
)
9
.
8
±
0
.
3
9
.
8
±
0
.
3
9
.
8
±
0
.
3
G
e
n
d
e
r
(
M
/
F
,
%)
2
4
/
2
6
(
4
8
%/
5
2
%)
2
4
/
2
6
(
4
8
%/
5
2
%)
2
4
/
2
6
(
4
8
%/
5
2
%)
W
e
e
k
l
y
h
o
u
r
s s
t
u
d
y
i
n
g
K
a
z
a
k
h
(
mea
n
±
S
D
)
4
.
2
±
0
.
5
4
.
2
±
0
.
5
4
.
2
±
0
.
5
I
n
i
t
i
a
l
l
a
n
g
u
a
g
e
p
r
o
f
i
c
i
e
n
c
y
(
A
1
s
c
a
l
e
,
me
a
n
±
S
D
)
1
5
.
2
±
3
.
1
1
5
.
0
±
2
.
9
1
5
.
1
±
3
.
0
3
.
3
.
P
r
o
ce
du
re
T
h
e
s
tu
d
y
was
co
n
d
u
cted
o
v
e
r
s
ix
wee
k
s
,
f
r
o
m
J
an
u
ar
y
1
5
to
Ma
r
ch
1
,
2
0
2
4
,
f
o
llo
win
g
ap
p
r
o
v
al
f
r
o
m
th
e
Dir
ec
to
r
ate
o
f
E
d
u
c
atio
n
in
Alm
aty
,
Kaz
ak
h
s
tan
.
Par
ticip
an
ts
wer
e
a
s
s
ig
n
ed
t
o
th
e
E
G
an
d
C
G
b
ased
o
n
ex
is
tin
g
class
s
tr
u
ctu
r
es
r
ath
er
th
a
n
r
a
n
d
o
m
izatio
n
.
All
teac
h
er
s
in
v
o
lv
e
d
in
th
e
s
tu
d
y
h
eld
th
e
q
u
alif
icatio
n
ca
teg
o
r
y
o
f
teac
h
er
-
m
o
d
er
ato
r
an
d
h
ad
at
lea
s
t
th
r
ee
y
ea
r
s
o
f
e
x
p
er
ien
ce
t
ea
ch
in
g
Kaz
ak
h
in
p
r
im
ar
y
ed
u
ca
tio
n
.
Prio
r
to
th
e
in
ter
v
en
tio
n
,
th
e
y
r
ec
eiv
e
d
a
two
-
h
o
u
r
tr
ai
n
in
g
s
ess
io
n
o
n
th
e
u
s
e
o
f
GDE
to
en
s
u
r
e
co
n
s
is
ten
t
im
p
lem
en
ta
tio
n
ac
r
o
s
s
class
es.
T
ea
ch
er
s
f
o
llo
wed
th
e
s
am
e
cu
r
r
icu
l
u
m
g
u
id
elin
es
an
d
less
o
n
p
lan
s
ap
p
r
o
v
ed
at
th
e
s
ch
o
o
l
lev
el.
I
n
lin
e
with
s
ch
o
o
l
r
eg
u
latio
n
s
an
d
I
C
T
co
n
s
tr
ain
ts
,
s
cr
ee
n
tim
e
p
er
less
o
n
was
lim
ited
to
2
0
m
in
u
tes
in
ac
co
r
d
a
n
ce
with
p
r
im
ar
y
s
ch
o
o
l
d
ig
ital
u
s
e
r
ec
o
m
m
en
d
atio
n
s
to
p
r
ev
en
t
co
g
n
itiv
e
o
v
er
lo
a
d
.
I
n
th
e
E
G,
GDE
we
r
e
in
te
g
r
ated
in
to
r
eg
u
lar
Kaz
ak
h
la
n
g
u
a
g
e
less
o
n
s
,
p
r
im
ar
il
y
tar
g
etin
g
RL
.
E
ac
h
o
f
t
h
e
12
th
em
atic
u
n
its
in
clu
d
ed
2
–
3
d
ig
ital
task
s
,
d
esig
n
e
d
to
r
ei
n
f
o
r
ce
v
o
ca
b
u
lar
y
,
g
r
am
m
ar
,
an
d
co
m
p
r
eh
en
s
io
n
.
T
ask
s
wer
e
im
p
lem
en
ted
v
ia
wid
ely
ac
ce
s
s
ib
le
o
n
lin
e
p
latf
o
r
m
s
an
d
i
n
clu
d
e
d
in
ter
ac
tiv
e
f
o
r
m
ats
s
u
ch
as
m
atch
in
g
,
g
ap
-
f
ill,
wo
r
d
s
ea
r
ch
,
an
d
s
h
o
r
t
q
u
izze
s
.
C
o
m
p
letio
n
was
m
o
n
ito
r
ed
b
y
teac
h
er
s
th
r
o
u
g
h
in
-
p
latf
o
r
m
tr
ac
k
in
g
an
d
class
d
is
cu
s
s
i
o
n
f
ee
d
b
ac
k
.
T
h
e
C
G
f
o
llo
wed
th
e
s
tan
d
ar
d
cu
r
r
icu
lu
m
u
s
in
g
tr
a
d
itio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
.
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
5
2
9
-
1
5
3
8
1532
3
.
4
.
I
nte
rv
ent
io
n
T
h
e
in
ter
v
en
tio
n
was
im
p
lem
en
ted
o
v
er
a
s
ix
-
wee
k
p
er
io
d
(
1
2
s
ess
io
n
s
)
,
with
GDE
in
teg
r
ated
in
to
r
eg
u
lar
Gr
a
d
e
4
Kaz
ak
h
la
n
g
u
ag
e
less
o
n
s
twice
p
er
wee
k
.
T
h
e
in
ter
v
en
tio
n
alig
n
ed
with
Gr
ad
e
4
Kaz
ak
h
lan
g
u
ag
e
cu
r
r
icu
lu
m
o
b
jectiv
es
an
d
tar
g
eted
k
ey
co
m
p
o
n
en
ts
o
f
R
L
th
r
o
u
g
h
cu
ltu
r
all
y
an
d
lin
g
u
is
tically
r
elev
an
t
g
am
if
ied
d
ig
ital
task
s
.
All
ac
tiv
itie
s
f
o
llo
wed
a
s
tan
d
ar
d
ized
s
tr
u
ctu
r
e
ac
r
o
s
s
clas
s
es
to
en
s
u
r
e
im
p
lem
en
tatio
n
co
n
s
is
ten
cy
.
T
h
e
in
ter
v
e
n
tio
n
s
tr
u
ctu
r
e
is
s
u
m
m
ar
ized
in
T
ab
le
2
.
T
ab
le
2
.
I
n
ter
v
en
tio
n
d
esig
n
A
sp
e
c
t
D
e
t
a
i
l
s
D
i
g
i
t
a
l
p
l
a
t
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s
c
a
l
e
s;
S
p
e
a
r
m
a
n
u
s
e
d
i
f
n
o
r
ma
l
i
t
y
a
ss
u
m
p
t
i
o
n
s
n
o
t
me
t
A
ssu
mp
t
i
o
n
s
a
n
d
r
e
l
i
a
b
i
l
i
t
y
S
h
a
p
i
r
o
–
W
i
l
k
(
n
o
r
ma
l
i
t
y
)
,
L
e
v
e
n
e
’
s
t
e
st
(
h
o
m
o
g
e
n
e
i
t
y
)
,
K
R
-
20
,
a
n
d
C
r
o
n
b
a
c
h
’
s α
N
o
r
mal
i
t
y
,
v
a
r
i
a
n
c
e
e
q
u
a
l
i
t
y
,
i
n
t
e
r
n
a
l
c
o
n
si
s
t
e
n
c
y
c
o
e
f
f
i
c
i
e
n
t
s
S
i
g
n
i
f
i
c
a
n
c
e
l
e
v
e
l
–
α=0
.
0
5
4.
RE
SU
L
T
S
As
s
h
o
wn
in
T
ab
le
5
,
th
e
E
G
s
h
o
wed
s
u
b
s
tan
tial
im
p
r
o
v
em
en
t
in
o
v
er
all
R
L
,
wh
ile
g
ai
n
s
in
th
e
C
G
wer
e
m
in
im
al.
T
h
e
o
b
s
er
v
ed
e
f
f
ec
t
s
izes
in
d
icate
t
h
at
th
e
in
s
tr
u
ctio
n
al
in
te
r
v
en
tio
n
h
ad
a
v
er
y
lar
g
e
p
r
ac
tical
im
p
ac
t
o
n
t
h
e
EG
’
s
R
L
.
I
n
co
n
tr
ast,
th
e
CG
ex
h
ib
ited
o
n
ly
m
o
d
est
g
ai
n
s
,
r
ef
lecti
n
g
m
in
im
al
n
atu
r
al
im
p
r
o
v
em
e
n
t.
T
h
e
b
etwe
en
-
g
r
o
u
p
c
o
m
p
ar
is
o
n
f
u
r
th
er
s
u
g
g
ests
th
at
th
e
ex
p
er
im
en
tal
in
t
er
v
en
tio
n
p
r
o
v
id
ed
a
s
u
b
s
tan
tial a
d
v
an
tag
e
o
v
er
s
t
an
d
ar
d
teac
h
i
n
g
p
r
ac
tices.
Similar
p
atter
n
s
wer
e
o
b
s
er
v
ed
f
o
r
p
ar
t
-
wis
e
R
L
an
d
m
o
tiv
atio
n
al
o
u
tc
o
m
es,
with
th
e
E
G
s
h
o
win
g
n
o
ta
b
le
im
p
r
o
v
e
m
en
ts
ac
r
o
s
s
s
u
b
d
o
m
ain
s
an
d
af
f
ec
tiv
e
m
ea
s
u
r
es,
wh
er
ea
s
th
e
CG
’
s
g
ain
s
r
em
ain
ed
lim
ited
.
T
ab
le
5
.
Ov
e
r
all
R
L
s
co
r
es
G
r
o
u
p
Pre
-
t
e
st
(
M
±
S
D
)
P
o
st
-
t
e
st
(
M
±
S
D
)
t
p
C
o
h
e
n
’
s
d
EG
1
7
.
4
±
3
.
2
2
5
.
1
±
2
.
8
1
6
.
5
<
0
.
0
0
1
2
.
1
CG
1
7
.
6
±
3
.
1
1
8
.
9
±
3
.
0
3
.
1
0
.
0
0
4
0
.
4
B
e
t
w
e
e
n
-
g
r
o
u
p
(
p
o
st
-
t
e
st
)
–
–
1
0
.
7
<
0
.
0
0
1
2
.
1
T
ab
le
6
s
h
o
ws
th
at
th
e
E
G
o
u
tp
er
f
o
r
m
e
d
th
e
CG
ac
r
o
s
s
all
R
L
co
m
p
o
n
e
n
ts
at
p
o
s
t
-
test
.
T
h
e
lar
g
est
ef
f
ec
ts
wer
e
o
b
s
er
v
e
d
in
th
e
g
ap
-
f
ill
an
d
m
u
ltip
le
-
ch
o
ice
t
ask
s
,
wh
ich
r
ef
lect
h
i
g
h
er
-
o
r
d
er
co
m
p
r
eh
e
n
s
io
n
p
r
o
ce
s
s
es,
wh
er
ea
s
g
ai
n
s
in
th
e
C
G
r
em
ain
ed
m
in
im
al
ac
r
o
s
s
all
test
p
ar
ts
.
Acr
o
s
s
s
u
b
co
m
p
o
n
en
ts
,
th
e
o
b
s
er
v
ed
ef
f
ec
t
s
izes
in
d
icate
co
n
s
is
ten
tly
lar
g
e
to
v
er
y
l
ar
g
e
p
r
ac
tical
im
p
r
o
v
em
e
n
ts
,
p
ar
ticu
lar
ly
i
n
task
s
r
eq
u
ir
in
g
d
ee
p
er
c
o
m
p
r
e
h
en
s
i
o
n
.
Ov
er
all,
th
e
p
atter
n
o
f
r
es
u
lts
s
u
g
g
ests
th
at
th
e
in
ter
v
en
tio
n
was
esp
ec
ially
ef
f
ec
tiv
e
in
p
r
o
m
o
tin
g
h
ig
h
er
-
o
r
d
er
c
o
m
p
r
e
h
en
s
io
n
p
r
o
ce
s
s
es,
r
ath
er
th
an
o
n
ly
s
u
r
f
ac
e
-
lev
el
d
ec
o
d
in
g
s
k
ills
,
h
ig
h
lig
h
tin
g
its
p
r
ac
tical
s
ig
n
if
ican
ce
in
en
h
an
cin
g
s
tu
d
en
ts
’
R
L
.
T
ab
le
6
.
Par
t
-
wis
e
R
L
s
co
r
es
Te
st
p
a
r
t
EG
P
r
e
-
t
e
s
t
(
M
±
S
D
)
EG
P
o
s
t
-
t
e
s
t
(
M
±
S
D
)
C
G
P
r
e
-
t
e
st
(
M
±
S
D
)
C
G
P
o
s
t
-
t
e
st
(
M
±
S
D
)
t
p
C
o
h
e
n
’
s
d
1
.
P
i
c
t
u
r
e
s
a
n
d
T
/
F
(
5
)
3
.
1
±
1
.
0
4
.
4
±
0
.
6
3
.
2
±
1
.
1
3
.
4
±
1
.
0
6
.
0
<
0
.
0
0
1
1
.
2
2
.
M
a
t
c
h
w
o
r
d
s
↔
p
i
c
t
u
r
e
s (5
)
3
.
5
±
0
.
9
4
.
6
±
0
.
5
3
.
6
±
1
.
0
3
.
8
±
0
.
9
5
.
5
<
0
.
0
0
1
1
.
1
3
.
G
a
p
-
f
i
l
l
(
1
0
)
5
.
6
±
2
.
1
8
.
2
±
1
.
4
5
.
7
±
2
.
0
6
.
1
±
1
.
8
6
.
5
<
0
.
0
0
1
1
.
3
4
.
M
u
l
t
i
p
l
e
-
c
h
o
i
c
e
(
1
0
)
5
.
2
±
1
.
9
7
.
9
±
1
.
3
5
.
1
±
2
.
0
5
.
5
±
1
.
9
7
.
3
<
0
.
0
0
1
1
.
5
N
o
t
e
:
P
a
r
t
s
1
–
2
a
sses
s B
U
a
n
d
W
U
;
P
a
r
t
s
3
–
4
a
ssess
D
R
C
.
Δ
=
P
o
s
t
-
t
e
st
−
P
r
e
-
t
e
st
.
As
s
h
o
wn
in
T
ab
le
7
,
s
tu
d
e
n
ts
in
th
e
E
G
d
em
o
n
s
tr
ated
s
u
b
s
tan
tially
h
ig
h
er
p
o
s
t
-
te
s
t
r
ea
d
in
g
m
o
tiv
atio
n
co
m
p
a
r
ed
with
th
e
C
G.
T
h
e
m
ag
n
itu
d
e
o
f
th
e
o
b
s
er
v
ed
d
if
f
e
r
en
ce
s
u
g
g
est
s
a
s
tr
o
n
g
p
r
ac
tical
ef
f
ec
t,
in
d
icatin
g
th
at
th
e
in
ter
v
en
tio
n
co
n
tr
ib
u
ted
n
o
t
o
n
ly
to
co
g
n
itiv
e
im
p
r
o
v
em
en
ts
b
u
t
also
to
en
h
an
ce
d
af
f
ec
tiv
e
en
g
ag
em
e
n
t
with
r
ea
d
in
g
.
As
illu
s
tr
ated
in
Fig
u
r
e
1
,
m
o
ti
v
atio
n
le
v
els
in
cr
ea
s
ed
co
n
s
is
ten
tly
in
t
h
e
E
G
f
o
llo
win
g
th
e
in
ter
v
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n
tio
n
,
wh
er
ea
s
ch
an
g
es
in
th
e
C
G
r
em
ain
ed
lim
ited
.
T
h
ese
f
in
d
in
g
s
s
u
g
g
est
th
at
th
e
in
s
tr
u
ctio
n
al
f
r
am
ew
o
r
k
e
f
f
e
ctiv
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s
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p
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ts
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o
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all
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f
ec
ti
v
en
ess
o
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th
e
p
r
o
g
r
am
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
th
e
p
r
ac
tical
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ig
n
if
ican
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o
f
th
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f
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o
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atin
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l
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em
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ts
in
lear
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er
s
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e
n
g
ag
e
m
en
t
an
d
attitu
d
es
to
war
d
r
ea
d
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
5
2
9
-
1
5
3
8
1534
T
ab
le
7
.
R
ea
d
in
g
m
o
tiv
atio
n
(
MRQ)
s
co
r
es
G
r
o
u
p
Pre
-
t
e
st
(
M
±
S
D
)
P
o
st
-
t
e
st
(
M
±
S
D
)
EG
3
.
2
±
0
.
4
4
.
1
±
0
.
3
CG
3
.
3
±
0
.
5
3
.
5
±
0
.
4
Fig
u
r
e
1
.
MRQ sco
r
es f
o
r
t
h
e
E
G
an
d
th
e
C
G
at
p
r
e
-
an
d
p
o
s
t
-
test
5.
DIS
CU
SS
I
O
N
T
h
e
p
r
esen
t
s
tu
d
y
ex
p
l
o
r
ed
h
o
w
th
e
i
n
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
with
GDE
in
f
lu
e
n
ce
d
R
L
a
n
d
r
ea
d
in
g
m
o
tiv
atio
n
am
o
n
g
Gr
ad
e
4
s
tu
d
en
ts
,
h
ig
h
lig
h
tin
g
p
r
ac
tical
im
p
r
o
v
em
e
n
ts
ac
h
iev
ed
th
r
o
u
g
h
th
e
i
n
ter
v
en
tio
n
.
Stu
d
en
ts
wh
o
p
ar
ticip
ated
in
t
h
e
GDE
-
b
ased
in
ter
v
e
n
tio
n
d
e
m
o
n
s
tr
ated
s
ig
n
if
ican
tly
g
r
ea
t
er
im
p
r
o
v
em
en
ts
in
b
o
th
R
L
a
n
d
m
o
tiv
atio
n
co
m
p
ar
ed
with
p
ee
r
s
r
ec
ei
v
in
g
tr
ad
itio
n
al
in
s
tr
u
ctio
n
.
Gain
s
wer
e
m
o
s
t
p
r
o
n
o
u
n
ce
d
in
h
ig
h
er
-
o
r
d
er
co
m
p
r
eh
e
n
s
io
n
task
s
,
s
u
ch
as
in
f
er
en
ce
-
m
a
k
in
g
a
n
d
in
teg
r
atio
n
o
f
in
f
o
r
m
atio
n
.
T
h
ese
r
esu
lts
s
u
g
g
est
th
at
in
ter
ac
tiv
e
d
i
g
ital
ac
tiv
ities
with
im
m
ed
iate
f
ee
d
b
ac
k
e
f
f
ec
tiv
ely
s
u
p
p
o
r
t
co
m
p
lex
r
ea
d
in
g
p
r
o
ce
s
s
es th
at
ar
e
o
f
ten
c
h
allen
g
in
g
f
o
r
y
o
u
n
g
lear
n
er
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
p
r
i
o
r
r
esear
ch
s
h
o
win
g
th
at
g
a
m
if
ied
an
d
in
ter
ac
tiv
e
d
ig
ital
in
s
tr
u
ctio
n
en
h
an
ce
s
r
ea
d
i
n
g
co
m
p
r
eh
e
n
s
io
n
an
d
lear
n
er
en
g
ag
em
en
t
[
4
0
]
–
[
4
3
]
,
wh
ile
ex
te
n
d
in
g
th
is
ev
id
en
ce
to
th
e
u
n
d
er
e
x
p
lo
r
e
d
Kaz
ak
h
lan
g
u
a
g
e
co
n
tex
t
[
4
4
]
–
[
4
9
]
.
T
h
e
r
esu
lts
co
n
tr
ib
u
te
to
th
e
lim
ited
em
p
ir
ical
ev
id
e
n
ce
o
n
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
r
ea
d
in
g
in
s
tr
u
ctio
n
i
n
Kaz
ak
h
,
d
e
m
o
n
s
tr
atin
g
th
at
GDE
ca
n
en
h
an
ce
b
o
th
co
g
n
itiv
e
an
d
m
o
tiv
atio
n
al
o
u
tc
o
m
es.
I
n
ad
d
itio
n
to
co
g
n
itiv
e
g
ai
n
s
,
th
e
EG
ex
h
ib
ited
in
cr
ea
s
ed
m
o
tiv
atio
n
ac
r
o
s
s
in
ter
est,
co
n
f
id
en
ce
,
a
n
d
en
g
a
g
em
en
t
d
im
en
s
io
n
s
,
h
ig
h
lig
h
ti
n
g
th
e
p
o
te
n
tial
f
o
r
s
tr
u
ctu
r
e
d
d
ig
ital
ac
tiv
ities
to
f
o
s
ter
p
o
s
itiv
e
af
f
ec
tiv
e
r
esp
o
n
s
es
to
r
ea
d
in
g
.
T
h
e
p
a
r
allel
im
p
r
o
v
em
en
ts
o
b
s
er
v
ed
in
R
L
an
d
m
o
tiv
atio
n
s
u
g
g
est
th
at
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
o
u
tco
m
es
m
ay
d
ev
el
o
p
to
g
eth
er
with
in
well
-
d
esig
n
ed
d
ig
ital
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
W
h
ile
ca
u
s
al
co
n
clu
s
io
n
s
ar
e
lim
ited
b
y
th
e
q
u
asi
-
ex
p
e
r
im
en
tal
d
esig
n
,
th
e
f
in
d
in
g
s
in
d
icate
a
m
ea
n
in
g
f
u
l
ass
o
ciatio
n
b
et
wee
n
s
tr
u
ctu
r
ed
d
ig
ital
p
r
ac
t
ices
an
d
im
p
r
o
v
ed
r
ea
d
in
g
o
u
tco
m
es.
Sev
er
al
lim
itatio
n
s
s
h
o
u
ld
b
e
ac
k
n
o
wled
g
ed
.
First,
th
e
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
with
o
u
t
r
an
d
o
m
ass
ig
n
m
en
t
in
tr
o
d
u
ce
s
p
o
ten
tial
th
r
ea
ts
to
in
ter
n
al
v
alid
ity
,
in
cl
u
d
in
g
p
o
s
s
ib
le
s
elec
tio
n
b
ias
an
d
u
n
c
o
n
tr
o
lled
c
o
n
tex
tu
al
in
f
lu
en
ce
s
,
d
esp
ite
b
aselin
e
e
q
u
iv
alen
ce
b
etwe
en
g
r
o
u
p
s
.
Se
co
n
d
,
th
e
s
tu
d
y
was
co
n
d
u
cte
d
in
a
s
in
g
le
s
ch
o
o
l
with
a
m
o
d
est
s
am
p
le
s
ize,
wh
ich
co
n
s
tr
ain
s
ex
ter
n
al
v
alid
ity
an
d
lim
its
g
en
er
aliz
ab
ilit
y
to
b
r
o
ad
e
r
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
ir
d
,
th
e
r
elativ
ely
s
h
o
r
t
d
u
r
atio
n
o
f
th
e
in
ter
v
en
tio
n
r
estricts
co
n
clu
s
io
n
s
ab
o
u
t
th
e
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
o
f
o
b
s
er
v
ed
g
ain
s
.
Fin
ally
,
alth
o
u
g
h
th
e
in
s
tr
u
m
en
ts
d
em
o
n
s
tr
ated
s
atis
f
ac
to
r
y
r
eliab
ilit
y
,
th
ey
wer
e
ad
m
in
is
ter
ed
o
n
ly
at
p
r
e
-
a
n
d
p
o
s
t
-
test
,
lim
itin
g
th
e
a
b
ilit
y
to
ca
p
tu
r
e
d
y
n
am
ic
ch
an
g
es
in
lear
n
in
g
t
r
ajec
to
r
ies o
v
er
tim
e.
Fro
m
a
b
r
o
ad
er
e
v
alu
atio
n
a
n
d
p
o
licy
p
er
s
p
ec
tiv
e,
t
h
e
f
in
d
in
g
s
h
av
e
im
p
licatio
n
s
f
o
r
c
u
r
r
icu
lu
m
m
o
n
ito
r
in
g
an
d
r
eso
u
r
ce
allo
ca
tio
n
in
p
r
im
a
r
y
e
d
u
ca
tio
n
.
T
h
e
d
em
o
n
s
tr
ated
im
p
r
o
v
em
e
n
ts
in
h
ig
h
er
-
o
r
d
e
r
co
m
p
r
eh
e
n
s
io
n
s
u
g
g
est
th
at
s
tr
u
ctu
r
ed
d
ig
ital
s
u
p
p
lem
en
tati
o
n
m
a
y
s
er
v
e
as
an
ef
f
ec
tiv
e
e
v
alu
ativ
e
in
d
icato
r
o
f
cu
r
r
icu
lu
m
r
esp
o
n
s
iv
en
ess
to
co
n
tem
p
o
r
ar
y
liter
ac
y
d
e
m
an
d
s
.
Fo
r
I
C
T
in
v
estme
n
t
d
ec
is
io
n
s
,
th
e
r
esu
lts
in
d
icate
th
at
m
ea
n
in
g
f
u
l
lear
n
in
g
g
ai
n
s
ca
n
b
e
ac
h
iev
e
d
u
s
in
g
wid
ely
ac
ce
s
s
ib
le,
lo
w
-
c
o
s
t
d
ig
ital
p
latf
o
r
m
s
r
ath
er
th
a
n
r
eq
u
ir
in
g
a
d
v
an
c
ed
tech
n
o
lo
g
ical
in
f
r
astru
ctu
r
e.
T
h
is
is
p
ar
ticu
lar
ly
r
ele
v
an
t
f
o
r
r
eso
u
r
ce
-
co
n
s
tr
ain
ed
ed
u
ca
tio
n
al
s
y
s
tem
s
s
ee
k
in
g
co
s
t
-
ef
f
ec
tiv
e
s
tr
ateg
ies
to
en
h
an
ce
liter
ac
y
o
u
tc
o
m
es.
Fu
r
th
er
m
o
r
e
,
th
e
f
r
am
ewo
r
k
was
im
p
lem
en
ted
b
y
r
eg
u
lar
class
r
o
o
m
teac
h
er
s
f
o
llo
win
g
b
r
ief
o
r
ien
tatio
n
,
s
u
g
g
esti
n
g
th
at
lar
g
e
-
s
ca
le
ad
o
p
tio
n
wo
u
ld
n
o
t
r
e
q
u
ir
e
ex
ten
s
iv
e
p
r
o
f
ess
io
n
al
r
etr
ain
in
g
.
I
n
s
tead
,
ta
r
g
eted
p
r
o
f
ess
io
n
al
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
Ga
mified
d
ig
ita
l e
xe
r
cises
to
en
h
a
n
ce
r
ea
d
in
g
liter
a
cy
in
K
a
z
a
kh
s
ta
n
i
p
r
ima
r
y
… (
A
kk
a
la
m
Zh
ek
ey
ev
a
)
1535
d
ev
elo
p
m
e
n
t
f
o
cu
s
ed
o
n
p
ed
ag
o
g
ically
g
r
o
u
n
d
ed
d
ig
ital
i
n
teg
r
atio
n
m
ay
b
e
s
u
f
f
icien
t.
C
o
llectiv
ely
,
th
ese
co
n
s
id
er
atio
n
s
p
o
s
itio
n
th
e
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
n
o
t
o
n
l
y
as
an
ef
f
ec
tiv
e
class
r
o
o
m
s
tr
ateg
y
b
u
t
also
as
a
f
ea
s
ib
le
an
d
s
ca
lab
le
in
ter
v
e
n
tio
n
m
o
d
el
with
in
co
n
s
tr
ain
ed
ed
u
ca
tio
n
al
co
n
tex
ts
.
6.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
id
es
ev
i
d
en
c
e
th
at
th
e
in
s
tr
u
ctio
n
al
f
r
am
ewo
r
k
in
teg
r
atin
g
GDE
ca
n
ef
f
ec
tiv
ely
en
h
an
ce
R
L
an
d
m
o
tiv
atio
n
am
o
n
g
Gr
a
d
e
4
s
tu
d
en
ts
in
a
Kaz
ak
h
s
tan
i
p
r
im
ar
y
s
ch
o
o
l,
d
em
o
n
s
tr
atin
g
th
e
p
o
ten
tial
f
o
r
s
tr
u
ctu
r
e
d
d
ig
ita
l
p
r
ac
tices
in
r
o
u
tin
e
class
r
o
o
m
s
ettin
g
s
.
T
h
e
f
in
d
in
g
s
p
r
o
v
id
e
ev
i
d
en
ce
th
at
m
ea
s
u
r
ab
le
im
p
r
o
v
em
en
ts
in
b
o
th
R
L
an
d
m
o
tiv
atio
n
wer
e
o
b
s
er
v
ed
u
s
in
g
ac
ce
s
s
ib
le,
cu
r
r
icu
lu
m
-
alig
n
ed
d
ig
ital
to
o
ls
im
p
lem
en
ted
with
in
r
o
u
tin
e
class
r
o
o
m
p
r
ac
tice.
B
ey
o
n
d
d
o
cu
m
e
n
tin
g
i
n
s
tr
u
ctio
n
al
g
ain
s
,
th
e
s
tu
d
y
h
ig
h
lig
h
ts
th
e
v
alu
e
o
f
in
te
g
r
atin
g
co
g
n
itiv
e
a
n
d
af
f
ec
tiv
e
o
u
tco
m
e
m
ea
s
u
r
es
in
p
r
o
g
r
am
ev
alu
ati
o
n
,
th
er
eb
y
s
u
p
p
o
r
tin
g
m
o
r
e
c
o
m
p
r
eh
e
n
s
iv
e
ev
i
d
en
ce
-
b
ased
d
ec
is
io
n
-
m
ak
in
g
in
p
r
im
ar
y
e
d
u
ca
tio
n
.
T
h
e
o
b
s
er
v
ed
lar
g
e
p
r
ac
tical
ef
f
ec
ts
s
u
g
g
est
th
at
ev
en
m
o
d
est
p
ed
ag
o
g
ically
s
tr
u
ctu
r
ed
e
n
h
an
ce
m
en
ts
,
s
u
ch
as
GDE
,
ca
n
y
ield
m
ea
n
in
g
f
u
l
ed
u
ca
tio
n
al
b
en
ef
its
with
o
u
t
r
eq
u
ir
in
g
ex
te
n
s
iv
e
in
f
r
astr
u
ctu
r
al
in
v
estme
n
t.
Alth
o
u
g
h
th
e
r
esu
lts
s
h
o
u
ld
b
e
in
ter
p
r
eted
with
in
th
e
lim
itatio
n
s
o
f
a
s
in
g
le
-
s
ite
q
u
asi
-
ex
p
er
im
en
tal
d
esig
n
,
th
e
f
r
am
ew
o
r
k
d
em
o
n
s
tr
ates
p
o
ten
tial
tr
an
s
f
er
ab
ilit
y
to
s
im
il
ar
r
eso
u
r
ce
-
co
n
s
tr
ain
e
d
co
n
te
x
ts
wh
er
e
s
ca
lab
le,
lo
w
-
co
s
t
liter
ac
y
in
ter
v
en
tio
n
s
ar
e
n
ee
d
ed
.
Fu
t
u
r
e
r
esear
c
h
s
h
o
u
ld
e
x
am
in
e
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
an
d
b
r
o
ad
e
r
im
p
lem
en
tatio
n
ac
r
o
s
s
d
iv
er
s
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
is
s
tu
d
y
r
ec
eiv
ed
n
o
s
p
ec
if
i
c
f
in
an
cial
s
u
p
p
o
r
t.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
t
r
ib
u
to
r
R
o
les
T
a
x
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
i
d
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
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Vi
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Aziy
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Ak
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Din
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C
:
C
o
n
c
e
p
t
u
a
l
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t
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M
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M
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t
h
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