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d
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p
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h
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s
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[
1
]
.
F
u
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th
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m
o
r
e,
m
o
s
t stu
d
en
ts
b
as
ed
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lo
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ater
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T
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tech
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im
p
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av
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lo
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s
tu
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ab
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lack
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in
g
s
an
d
s
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en
ts
’
av
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id
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[
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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I
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5
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3543
3536
R
ea
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in
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a
p
r
o
ce
s
s
o
f
co
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s
tr
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ctin
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co
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itio
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[
3
]
.
R
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co
m
p
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s
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ess
en
tial
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lear
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ield
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p
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to
co
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m
u
n
icate
an
d
in
ter
ac
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with
ea
ch
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th
er
[
4
]
.
Stre
n
g
th
en
i
n
g
o
n
e
’
s
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ea
d
in
g
a
b
ilit
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m
e
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[
5
]
.
E
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ten
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'
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el
f
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d
ev
elo
p
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en
t
[
6
]
.
T
h
is
p
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ac
tice
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f
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ag
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in
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x
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ea
d
in
g
co
m
p
r
eh
en
s
io
n
s
k
ills
ar
e
c
h
an
g
ea
b
le
th
r
o
u
g
h
in
s
tr
u
cto
r
a
n
d
s
u
p
p
o
r
t
s
er
v
ices
[
7
]
.
T
h
ese
k
ey
to
p
ics
s
p
ec
if
ically
o
n
,
im
p
r
o
v
i
n
g
o
n
e’
s
r
ea
d
in
g
a
b
ilit
y
is
an
is
s
u
e
th
at
h
as
r
ec
eiv
ed
m
u
ch
atten
ti
o
n
b
o
th
in
r
esear
ch
an
d
in
th
e
teac
h
in
g
p
r
ac
tice
in
r
ec
en
t
y
ea
r
s
an
d
h
as
d
ee
p
en
ed
th
e
u
n
d
er
s
tan
d
i
n
g
o
f
in
s
tr
u
ctio
n
al
d
esig
n
th
r
o
u
g
h
a
lo
n
g
p
r
o
ce
s
s
o
f
c
o
n
tin
u
o
u
s
d
is
cu
s
s
io
n
[
8
]
.
T
h
is
s
tu
d
y
aim
s
to
ad
d
o
n
to
th
is
d
is
cu
s
s
io
n
,
v
er
if
y
in
g
th
e
p
o
te
n
tial
im
p
r
o
v
em
e
n
t
o
f
o
n
e’
s
r
ea
d
in
g
ab
ilit
y
t
h
r
o
u
g
h
im
p
lem
en
tin
g
th
e
s
ch
e
m
a
th
e
o
r
y
to
in
s
tr
u
ctio
n
al
d
esig
n
[
9
]
–
[
1
1
]
.
T
h
e
s
tu
d
y
was
co
n
d
u
cted
o
n
two
class
es
o
f
a
to
tal
o
f
7
5
f
ir
s
t
y
ea
r
co
lleg
e
s
tu
d
en
ts
in
th
eir
f
ir
s
t
y
ea
r
’
s
C
h
in
ese
lan
g
u
a
g
e
co
u
r
s
e.
I
t
is
cr
u
cial
to
en
ab
le
th
e
r
e
ad
er
'
s
ab
ilit
y
to
an
ticip
ate
th
e
p
o
s
s
ib
le
co
n
ten
t
o
f
th
e
tex
t
b
y
p
r
o
v
id
in
g
an
ap
p
r
o
p
r
iate
r
ea
d
in
g
s
tr
u
ctu
r
e
wit
h
p
u
r
p
o
s
ef
u
l
r
ea
d
in
g
s
tr
ateg
ies
to
h
elp
r
ea
d
er
s
ad
ju
s
t
th
eir
h
ab
itu
al
r
ea
d
in
g
s
tr
ateg
ies
ac
co
r
d
in
g
ly
to
d
ee
p
en
th
eir
u
n
d
e
r
s
tan
d
in
g
o
f
th
e
tex
t
[
3
]
.
R
ea
d
in
g
m
ater
ials
in
clu
d
e
co
n
tin
u
o
u
s
an
d
n
o
n
-
co
n
tin
u
o
u
s
tex
ts
,
as
well
a
s
n
ar
r
ativ
es,
ex
p
lan
atio
n
s
,
d
escr
ip
tio
n
s
,
ar
g
u
m
en
ts
an
d
o
t
h
er
ex
p
r
ess
io
n
m
eth
o
d
s
,
aim
in
g
to
u
s
e
a
wid
e
r
an
g
e
o
f
te
x
ts
to
r
ef
lect
th
e
r
ea
lity
o
f
d
aily
r
ea
d
in
g
[
1
2
]
.
W
h
ile
th
is
s
tu
d
y
attem
p
ts
to
ap
p
ly
s
ch
em
a
th
e
o
r
y
to
in
s
tr
u
ctio
n
al
d
esig
n
to
test
wh
eth
er
it
ca
n
ef
f
ec
tiv
ely
an
d
q
u
ic
k
ly
im
p
r
o
v
e
co
lleg
e
s
tu
d
en
ts
'
C
h
in
ese
r
ea
d
in
g
ab
ilit
y
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Usi
ng
s
che
m
a
t
heo
ry
t
o
des
ig
n t
he
t
ea
ching
o
f
re
a
din
g
co
m
prehens
io
n
I
n
1
7
8
1
,
th
e
Ger
m
an
p
h
ilo
s
o
p
h
er
Kan
t
f
ir
s
t
p
r
o
p
o
s
ed
th
e
th
eo
r
y
o
f
“
s
ch
em
a
”
in
th
e
b
o
o
k
“
C
r
itiq
u
e
o
f
Pu
r
e
R
ea
s
o
n
.
”
T
h
e
r
u
les
f
o
r
d
eter
m
in
in
g
t
h
e
s
p
ac
e
an
d
ti
m
e
o
f
o
b
ject
ca
n
b
e
u
s
ed
to
c
o
n
tin
u
o
u
s
ly
co
n
n
ec
t
an
d
im
p
r
o
v
e
th
e
in
tu
itio
n
an
d
co
n
ce
p
ts
o
f
in
d
i
v
id
u
als;
f
u
r
th
e
r
m
o
r
e,
ca
n
p
r
o
m
o
te
th
e
ch
ar
ac
ter
is
tics
o
f
o
b
jects
to
b
e
lin
k
e
d
an
d
o
r
d
e
r
ed
b
as
ed
o
n
th
e
class
if
icatio
n
o
f
s
im
ilar
ity
.
Kan
t
p
o
in
te
d
o
u
t
t
h
at
th
e
lin
k
b
etwe
en
co
n
ce
p
ts
an
d
o
b
ject
ch
ar
ac
te
r
is
tics
i
s
“
s
ch
em
a
”
[
1
3
]
.
T
h
u
s
,
th
e
in
f
o
r
m
atio
n
s
to
r
e
d
in
h
u
m
an
m
em
o
r
y
is
o
r
g
an
ized
in
th
e
f
o
r
m
o
f
m
e
n
t
al
s
ch
em
as.
Alg
ir
d
as
J
u
lien
Gr
eim
as,
a
F
r
en
ch
s
tr
u
ctu
r
alis
t
s
em
io
tician
,
ap
p
lied
th
e
co
n
ce
p
t
o
f
s
ch
em
a
to
th
e
s
em
an
tic
r
elatio
n
s
h
ip
o
f
s
y
m
b
o
ls
an
d
d
ed
u
ce
d
it
in
to
th
e
m
ea
n
in
g
s
y
s
tem
o
f
tex
t;
f
o
r
m
in
g
a
u
n
iq
u
e
an
d
ef
f
ec
tiv
e
way
o
f
in
ter
p
r
etatio
n
.
Gr
eim
as
em
p
h
asized
“
to
m
ee
t
th
e
n
ee
d
s
o
f
a
th
em
atic
r
e
latio
n
al
s
tr
u
ctu
r
e,
”
th
e
tex
t
s
h
o
u
l
d
b
e
p
r
esen
ted
i
n
a
co
n
s
is
ten
t
o
r
d
er
w
h
ich
ca
n
h
elp
lea
r
n
er
s
“
m
o
r
e
ea
s
ily
d
is
co
v
er
r
e
d
u
n
d
an
t
p
h
en
o
m
en
a
an
d
s
tr
u
ctu
r
al
co
h
esio
n
.
”
Du
r
in
g
th
e
r
ea
d
in
g
p
r
o
ce
s
s
,
th
e
way
th
e
tex
t
is
p
r
esen
ted
ca
n
h
elp
r
ea
d
er
s
“
s
im
p
lify
”
an
d
“
s
h
ap
e
”
th
e
s
tr
u
ctu
r
al
co
n
n
ec
tio
n
s
o
f
th
e
ar
ticle
b
ased
o
n
th
eir
r
ea
d
in
g
p
er
ce
p
tio
n
;
th
u
s
,
b
u
ild
in
g
a
s
ch
e
m
a.
T
h
e
s
ch
em
a
d
ev
elo
p
e
d
cr
ea
tes
a
s
y
s
tem
f
o
r
u
n
d
e
r
s
tan
d
in
g
th
e
s
ig
n
if
ican
ce
o
f
th
e
tex
t,
wh
ich
ac
ce
ler
ates th
e
r
ea
d
er
s
’
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
ab
ilit
y
[
1
4
]
.
R
ea
d
in
g
is
th
e
p
r
o
ce
s
s
o
f
u
n
d
er
s
tan
d
in
g
th
e
m
ea
n
in
g
o
f
wr
i
tten
tex
ts
b
y
co
o
r
d
in
atin
g
la
r
g
e
am
o
u
n
ts
o
f
r
elate
d
in
f
o
r
m
atio
n
[
1
5
]
.
R
ea
d
in
g
c
o
m
p
r
e
h
en
s
io
n
is
also
a
p
r
o
ce
s
s
in
wh
ich
th
e
r
ea
d
er
co
m
b
in
es
h
is
p
r
io
r
k
n
o
wled
g
e,
th
e
in
f
o
r
m
atio
n
in
th
e
tex
t,
an
d
th
e
r
ea
d
er
'
s
p
er
ce
p
tio
n
o
f
th
e
r
elev
a
n
t
co
n
te
n
t
o
f
th
e
tex
t
[
1
6
]
.
Sch
o
lar
s
b
eliev
e
th
at
s
ch
em
a
th
eo
r
y
,
as
a
teac
h
in
g
s
tr
ateg
y
,
h
el
p
s
s
tu
d
en
ts
'
co
n
s
tr
u
ct
k
n
o
wled
g
e
an
d
ca
n
r
ed
u
ce
co
g
n
itiv
e
d
if
f
icu
lties
ca
u
s
ed
b
y
in
c
r
ea
s
in
g
k
n
o
wle
d
g
e
d
if
f
icu
lty
.
I
n
ad
d
itio
n
,
th
er
e
ar
e
ad
v
an
tag
es
s
u
ch
as
ac
q
u
ir
in
g
an
d
r
etain
i
n
g
k
n
o
wled
g
e
,
o
p
tim
izin
g
in
tr
in
s
ic
m
o
tiv
atio
n
a
n
d
c
o
g
n
it
iv
e
lo
ad
[
1
7
]
.
T
h
e
r
esear
ch
r
esu
lts
s
h
o
w
th
at
s
ch
em
a
th
eo
r
y
ca
n
b
e
u
s
ed
in
ex
p
lain
in
g
th
e
m
en
tal
p
r
o
ce
s
s
o
f
f
o
r
eig
n
la
n
g
u
a
g
e
lear
n
in
g
an
d
r
ea
d
i
n
g
co
m
p
r
e
h
en
s
io
n
.
I
t
is
b
eliev
ed
t
h
at
r
ea
d
in
g
is
th
e
p
r
o
ce
s
s
o
f
co
n
s
tr
u
ctin
g
,
in
f
er
r
in
g
,
s
ea
r
ch
in
g
,
an
d
in
te
g
r
atin
g
to
u
n
d
er
s
tan
d
lan
g
u
ag
e
c
o
n
ten
t;
at
th
e
s
am
e
tim
e,
it
is
al
s
o
a
p
r
o
ce
s
s
in
wh
ich
r
ea
d
er
s
u
s
e
th
ei
r
ex
is
tin
g
in
te
r
n
al
s
ch
em
as
to
u
n
d
er
s
tan
d
,
p
r
o
ce
s
s
,
an
d
ev
alu
ate
r
ea
d
in
g
m
ater
ials
.
Sch
em
a
th
eo
r
y
is
m
o
r
e
ap
p
licab
le
t
o
th
e
ea
r
ly
s
tag
es o
f
r
ea
d
in
g
[
1
8
]
.
Sch
o
lar
s
b
eliev
e
th
at
“
s
ch
em
a
is
an
ab
s
tr
ac
t
k
n
o
wled
g
e
s
t
r
u
ctu
r
e
”
u
s
ed
t
o
ex
p
r
ess
th
e
r
elatio
n
s
h
ip
b
etwe
en
its
co
m
p
o
n
en
ts
[
1
9
]
.
W
h
en
th
e
r
ea
d
in
g
co
n
ten
t
is
m
o
r
e
clo
s
ely
s
tr
u
ctu
r
ed
with
th
e
“
s
ch
em
a
”
g
en
er
ated
b
y
s
elf
-
co
g
n
itio
n
,
th
e
f
aster
th
e
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
will
b
e
[
2
0
]
,
[
2
1
]
.
T
h
er
ef
o
r
e,
s
ch
em
a
th
eo
r
y
is
o
f
te
n
u
s
ed
i
n
lan
g
u
ag
e
teac
h
i
n
g
to
im
p
r
o
v
e
r
ea
d
in
g
a
b
ilit
y
,
as
well
as
to
u
n
d
e
r
s
tan
d
th
e
p
s
y
ch
o
lo
g
ical
p
r
o
ce
s
s
o
f
r
ea
d
i
n
g
,
an
d
ev
en
cu
ltu
r
al
ex
p
lo
r
ati
o
n
,
[
2
2
]
a
n
d
to
estab
lis
h
a
th
e
o
r
etica
l
f
r
am
ewo
r
k
o
f
em
o
tio
n
al
s
ch
em
a;
f
u
r
th
er
m
o
r
e,
h
as
p
r
o
d
u
ce
d
m
an
y
s
t
u
d
ies
an
d
d
is
co
u
r
s
es
[
2
3
]
.
Mo
s
t
o
f
th
e
r
elate
d
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:
2
2
5
2
-
8
8
2
2
S
ch
ema
th
e
o
r
y’
s
immed
ia
te
imp
a
ct
o
n
c
o
lleg
e
s
tu
d
en
ts
’
C
h
in
ese
r
ea
d
in
g
co
mp
r
eh
e
n
s
io
n
(
Ts
u
i
-
F
en
g
Hu
a
n
g
)
3537
r
esear
ch
an
d
d
is
cu
s
s
io
n
o
n
im
p
r
o
v
in
g
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
ar
e
u
s
ed
in
f
o
r
eig
n
l
an
g
u
ag
e
teac
h
in
g
[
2
4
]
–
[
2
9
]
.
I
n
c
o
n
tr
ast,
f
ewe
r
r
ea
d
in
g
i
n
s
tr
u
ctio
n
s
ar
e
u
s
ed
i
n
th
e
d
if
f
er
e
n
t
f
ield
s
o
f
C
h
in
e
s
e
esp
ec
ially
in
th
e
way
C
h
in
ese
r
ea
d
i
n
g
o
f
p
o
p
u
l
ar
s
cien
ce
is
tau
g
h
t
in
u
n
iv
er
s
i
ties
[
3
0
]
.
T
h
is
s
tu
d
y
s
u
m
m
a
r
iz
es
s
o
m
e
im
p
o
r
tan
t
co
n
ce
p
ts
th
at
ca
n
b
e
ap
p
lied
t
o
th
e
in
s
tr
u
ctio
n
o
f
C
h
in
ese
r
ea
d
in
g
th
r
o
u
g
h
s
ch
o
lar
s
'
d
is
cu
s
s
io
n
o
n
s
ch
em
as,
s
o
th
at
C
h
in
ese
r
ea
d
in
g
in
s
tr
u
ctio
n
h
as a
ce
r
tain
th
e
o
r
etica
l b
asis
,
th
er
eb
y
im
p
r
o
v
i
n
g
s
tu
d
e
n
ts
'
r
ea
d
in
g
a
b
ilit
y
.
2
.
2
.
Desig
nin
g
t
est
qu
e
s
t
io
ns
ba
s
ed
o
n t
he
re
a
din
g
a
bil
it
y
lev
el
o
f
P
I
SA
T
h
is
s
tu
d
y
cr
ea
ted
test
q
u
esti
o
n
s
b
ased
o
n
th
e
r
ea
d
in
g
p
r
o
f
ic
ien
cy
lev
els d
ef
in
ed
b
y
th
e
“
p
r
o
g
r
am
f
o
r
in
ter
n
atio
n
al
s
tu
d
e
n
t
ass
ess
m
en
t
”
(
PISA)
o
r
g
an
ized
b
y
th
e
Or
g
an
izatio
n
f
o
r
E
c
o
n
o
m
ic
C
o
-
o
p
er
atio
n
a
n
d
Dev
elo
p
m
en
t
(
OE
C
D)
,
wh
ich
is
cu
r
r
en
tly
th
e
m
o
s
t
in
f
l
u
en
ti
al
in
ter
n
atio
n
al
lear
n
in
g
ass
ess
m
en
t
o
r
g
an
izatio
n
.
PISA
d
ef
in
es
th
e
lev
el
o
f
r
ea
d
in
g
th
e
o
r
y
as
f
o
u
r
lev
els:
“
a
cc
ess
an
d
r
etr
iev
e
”
,
“
i
n
teg
r
ate
an
d
in
te
r
p
r
et,
”
a
n
d
“
r
ef
lect
an
d
ev
alu
ate.
”
T
h
e
as
s
ess
m
en
ts
o
n
o
n
e’
s
r
ea
d
in
g
a
b
ilit
y
test
s
th
e
p
er
f
o
r
m
an
ce
o
f
lear
n
er
s
'
ab
ilit
y
to
ca
p
tu
r
e,
r
et
r
iev
e,
in
te
g
r
ate,
i
n
ter
p
r
et,
r
ef
lect
an
d
ev
alu
ate
in
th
e
r
ea
d
in
g
p
r
o
ce
s
s
;
to
d
em
o
n
s
tr
ate
wh
eth
er
lear
n
er
s
ca
n
ef
f
ec
tiv
ely
ca
p
t
u
r
e
th
e
k
e
y
p
o
in
ts
in
th
e
r
ea
d
i
n
g
p
r
o
ce
s
s
,
wh
ich
in
clu
d
es
b
ein
g
ab
le
to
s
elec
t
d
esire
d
in
f
o
r
m
atio
n
,
in
ter
p
r
et
an
d
in
teg
r
ate
th
e
co
n
te
x
t
to
u
n
d
er
s
tan
d
th
e
m
ain
co
n
ce
p
ts
in
th
e
tex
t,
an
d
to
g
o
f
u
r
th
er
to
c
o
m
p
ar
e
o
r
h
y
p
o
t
h
e
s
ize
to
ex
p
r
ess
p
er
s
o
n
al
ev
alu
atio
n
an
d
ju
d
g
m
en
t
[
3
1
]
.
T
h
e
ev
alu
atio
n
cr
iter
ia
f
o
r
r
ea
d
in
g
ab
ilit
y
in
th
is
s
tu
d
y
with
th
e
h
elp
o
f
PISA
is
to
ev
alu
ate
wh
eth
er
s
ch
em
a
t
h
eo
r
y
,
as
a
g
u
id
in
g
p
r
in
cip
le
to
th
e
in
s
tr
u
ctio
n
al
d
esig
n
f
o
r
i
m
p
r
o
v
in
g
r
ea
d
in
g
,
ca
n
en
h
a
n
ce
th
e
ab
ilit
y
o
f
le
ar
n
er
s
to
r
ea
d
at
a
d
ee
p
er
lev
el.
2
.
3
.
Study
des
ig
n:
re
s
ea
rc
h
pa
rt
i
cipa
nts
T
h
e
p
ar
ticip
an
ts
o
f
th
e
s
tu
d
y
wer
e
f
r
esh
m
en
at
a
u
n
iv
er
s
i
ty
o
f
s
cien
ce
an
d
tech
n
o
lo
g
y
in
ce
n
tr
al
T
aiwa
n
.
C
lass
A
i
s
co
m
p
o
s
ed
o
f
5
2
s
tu
d
e
n
ts
f
r
o
m
th
e
E
ar
ly
C
h
ild
h
o
o
d
Dev
elo
p
m
en
t
an
d
E
d
u
ca
tio
n
Dep
ar
tm
en
t
o
f
th
e
Sch
o
o
l
o
f
Hu
m
an
ities
an
d
So
cial
Scien
c
es,
an
d
c
lass
B
is
co
m
p
o
s
ed
o
f
5
6
s
tu
d
en
ts
f
r
o
m
th
e
Sh
en
g
n
ia
n
I
n
d
u
s
tr
y
Ma
n
a
g
em
en
t
Dep
ar
tm
e
n
t
o
f
th
e
Sc
h
o
o
l
o
f
Ma
n
a
g
em
en
t.
T
h
e
lear
n
in
g
attitu
d
es
o
f
th
e
two
class
es
ar
e
d
if
f
er
en
t
.
C
lass
A
'
s
lear
n
in
g
m
o
tiv
atio
n
,
atten
tio
n
,
willin
g
n
ess
to
p
ar
t
icip
ate,
h
o
m
ewo
r
k
co
m
p
letio
n
s
tatu
s
,
h
o
m
ewo
r
k
co
m
p
letio
n
s
tatu
s
,
teac
h
er
-
s
tu
d
en
t
i
n
ter
ac
tio
n
an
d
d
aily
atten
d
an
ce
a
r
e
b
etter
,
wh
ile
c
lass
B
's is
wo
r
s
e,
an
d
m
o
r
e
th
an
2
0
% o
f
s
tu
d
en
ts
ar
e
ab
s
en
t f
r
o
m
class
.
2
.
4
.
E
x
ec
utio
n
pro
ce
ss
2
.
4
.
1
.
K
ey
po
ints o
n r
ea
din
g
t
ea
ching
pra
ct
ice
ba
s
ed
o
n schem
a
co
ncept
I
n
th
e
p
r
o
ce
s
s
o
f
teac
h
in
g
C
h
i
n
ese
r
ea
d
in
g
,
teac
h
er
s
will
f
ir
s
t
em
p
h
asize
th
e
im
p
o
r
tan
ce
o
f
r
ea
d
in
g
,
th
en
d
em
o
n
s
tr
ate
with
ac
tu
al
r
ea
d
in
g
m
ater
ials
to
p
r
o
v
id
e
a
s
ch
em
atic
co
n
ce
p
tu
al
f
r
am
e
wo
r
k
.
T
ea
ch
er
s
will
f
u
r
th
er
ex
p
lain
th
e
p
r
in
cip
les
o
f
r
ea
d
in
g
,
an
d
p
r
o
m
p
t
r
ea
d
i
n
g
s
tr
ateg
ies
to
h
el
p
s
tu
d
en
ts
ac
ce
ler
ate
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
a
n
d
s
p
ee
d
;
m
ea
n
wh
ile,
d
u
r
in
g
th
e
r
ea
d
in
g
p
r
o
ce
s
s
,
teac
h
er
s
will
let
s
tu
d
en
ts
lear
n
to
p
r
e
d
ict
th
em
atic
d
ev
elo
p
m
en
t
o
f
r
ea
d
in
g
tex
ts
,
g
r
asp
k
ey
in
f
o
r
m
ati
o
n
,
co
n
n
ec
t
r
elev
an
t
clu
es,
an
d
m
ak
e
r
ea
s
o
n
ab
le
in
f
er
en
ce
s
an
d
ev
alu
atio
n
s
.
I
n
ad
d
itio
n
to
p
r
o
v
id
in
g
te
m
p
lat
es
f
o
r
r
ea
d
in
g
p
r
a
ctice
,
th
e
te
m
p
late
ex
p
lain
s
th
e
d
if
f
er
en
t le
v
els o
f
u
n
d
er
s
tan
d
i
n
g
in
th
e
r
ea
d
in
g
p
r
o
ce
s
s
an
d
co
n
d
u
cts r
elate
d
q
u
esti
o
n
in
g
e
x
er
cises
.
A
k
ey
p
o
i
n
t
f
r
o
m
th
e
s
ch
e
m
a
t
h
eo
r
y
in
f
o
r
m
s
th
at
m
o
s
t
c
h
ap
t
er
s
tr
u
ctu
r
es
is
f
o
r
m
ed
b
y
d
is
tin
g
u
is
h
in
g
an
d
estab
lis
h
in
g
ce
r
tain
le
v
el
an
d
s
eq
u
e
n
ce
o
f
l
o
g
ical
p
r
o
ce
s
s
es;
th
u
s
,
u
p
h
o
ld
s
a
ce
r
tain
f
r
am
ewo
r
k
th
at
ca
n
b
e
im
p
lem
en
te
d
in
th
e
teac
h
in
g
in
s
tr
u
ctio
n
[
3
2
]
.
T
h
er
e
f
o
r
e,
to
im
p
lem
en
t
t
h
is
co
n
ce
p
t
in
r
esear
c
h
,
th
e
lear
n
in
g
o
b
jectiv
e
f
o
r
lear
n
e
r
s
is
to
u
n
d
er
s
tan
d
th
e
m
ea
n
in
g
o
f
th
e
tex
t.
T
ea
ch
er
s
m
u
s
t
k
ey
in
o
n
en
s
u
r
in
g
lear
n
er
s
ar
e
awa
r
e
o
f
th
e
“
ex
t
er
n
al
s
tr
u
ctu
r
e,
”
“
in
ter
n
al
s
tr
u
ctu
r
e,
”
an
d
“
ae
s
th
etic
ch
ar
ac
t
er
is
tics
”
o
f
th
e
tex
t,
in
th
is
o
r
d
er
in
teac
h
in
g
C
h
in
ese
r
ea
d
in
g
.
Simu
ltan
e
o
u
s
ly
,
i
t
is
also
n
ec
ess
ar
y
to
p
o
in
t
o
u
t
k
ey
m
ess
ag
es
in
th
e
tex
t
to
allo
w
lear
n
er
s
to
lear
n
to
“
an
ticip
ate
”
th
e
p
o
s
s
ib
le
co
n
ten
t
an
d
s
ch
em
as
o
f
th
e
tex
t;
an
d
u
s
e
s
ch
em
as
to
u
n
d
er
s
tan
d
th
e
tex
tu
al
co
n
ten
t
an
d
g
r
asp
th
e
k
ey
m
ess
ag
es
in
th
e
tex
t.
U
s
in
g
k
ey
wo
r
d
lis
ts
an
d
in
d
ex
es,
f
o
r
ex
am
p
le,
ca
n
h
elp
r
ea
d
er
s
u
n
d
er
s
tan
d
th
e
tex
t m
o
r
e
d
ee
p
l
y
an
d
f
aster
[
3
3
]
.
Ho
wev
er
,
teac
h
er
s
n
ee
d
to
also
d
is
tin
g
u
is
h
b
etwe
en
th
e
“
s
u
r
f
ac
e
”
an
d
“
d
ee
p
”
c
o
n
t
en
t
o
f
th
e
s
em
an
tics
o
f
co
m
m
o
n
to
p
ics a
n
d
tr
y
t
o
m
ak
e
it e
asier
an
d
s
im
p
ler
f
o
r
lear
n
er
s
to
r
ea
d
an
d
co
m
p
r
eh
e
n
d
,
a
n
d
to
f
ac
ilit
ate
lear
n
er
s
to
s
et
in
d
iv
i
d
u
al
r
ea
d
i
n
g
o
b
jectiv
es
[
3
4
]
.
Ad
d
in
g
s
ch
em
a
th
eo
r
y
to
th
e
teac
h
in
g
in
s
tr
u
ctio
n
en
s
u
r
es
th
at
lear
n
er
s
d
o
n
o
t
s
t
ay
o
n
ly
at
th
e
s
u
p
er
f
icial
lev
e
l
o
f
u
n
d
er
s
tan
d
in
g
s
en
ten
ce
s
b
u
t
is
also
ex
p
ec
ted
to
an
aly
ze
th
e
tex
t
f
r
o
m
a
d
ee
p
er
lev
el;
with
th
e
aim
th
a
t
lear
n
er
s
will
h
av
e
a
m
o
r
e
co
m
p
r
eh
e
n
s
iv
e
an
d
p
r
o
f
o
u
n
d
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
r
ea
d
in
g
co
n
ten
t
[
3
5
]
.
Ad
d
itio
n
ally
,
o
b
s
er
v
in
g
th
e
titl
e,
s
u
b
titl
e,
im
ag
es,
g
r
ap
h
s
,
an
d
o
th
e
r
in
f
o
r
m
atio
n
ca
n
h
elp
o
n
e
g
r
asp
th
e
m
ain
to
p
ic,
k
n
o
wled
g
e
s
tr
u
ctu
r
e,
a
n
d
k
ey
co
n
ce
p
ts
o
f
th
e
ar
ticle
[
3
6
]
.
T
o
b
etter
u
n
d
er
s
tan
d
th
e
k
ey
co
n
ce
p
ts
,
s
ee
k
in
g
s
p
ec
if
ic
ex
am
p
les
in
th
e
tex
t
ca
n
p
r
o
v
i
d
e
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
p
h
en
o
m
en
a.
D
u
r
in
g
th
e
r
ea
d
in
g
p
r
o
ce
s
s
,
lear
n
er
s
s
h
o
u
ld
b
e
r
em
in
d
ed
t
o
u
tili
ze
an
n
o
tatio
n
s
s
u
ch
as
u
n
d
er
lin
i
n
g
,
to
m
ar
k
k
ey
co
n
ce
p
ts
o
f
ea
ch
p
ar
ag
r
a
p
h
;
an
d
in
a
d
d
iti
o
n
,
f
ac
ilit
atin
g
th
e
o
r
g
an
izatio
n
o
f
t
h
e
lo
g
ical
r
ela
tio
n
s
h
ip
o
f
t
h
e
tex
t f
o
r
ea
s
e
o
f
m
em
o
r
izatio
n
a
n
d
co
m
p
r
e
h
en
s
io
n
[
3
7
]
.
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
.
1
3
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
3
5
-
3543
3538
2
.
4
.
2
.
P
re
pa
ra
t
i
o
n o
f
t
est
qu
estio
ns
f
o
r
re
a
din
g
t
ests
T
h
e
f
ir
s
t
s
tep
in
cr
ea
tin
g
test
q
u
esti
o
n
s
f
o
r
th
is
s
tu
d
y
is
to
s
elec
t
cr
o
s
s
-
f
ield
tex
ts
.
E
ac
h
r
ea
d
in
g
tex
t
p
r
esen
ted
to
lear
n
e
r
s
is
ap
p
r
o
x
im
ately
8
0
0
C
h
in
ese
c
h
ar
ac
t
er
s
in
len
g
th
,
a
n
d
af
ter
r
ea
d
i
n
g
ea
c
h
tex
t,
th
ey
m
u
s
t
an
s
wer
5
m
u
ltip
le
-
c
h
o
ic
e
q
u
esti
o
n
s
.
E
ac
h
o
f
th
e
f
iv
e
q
u
esti
o
n
s
ar
e
d
esig
n
ed
to
e
v
alu
ate
lear
n
er
s
’
ab
ilit
y
an
d
d
ep
th
to
“
ca
p
tu
r
e
in
f
o
r
m
a
tio
n
”
,
“
in
ter
p
r
et
tex
t
”
,
“
co
n
d
u
ct
a
co
m
p
ar
ativ
e
an
aly
s
is
”
,
“
id
en
tify
m
ain
id
ea
s
”
,
“
r
ef
lectio
n
an
d
ev
alu
atio
n
.
”
A
s
k
q
u
esti
o
n
s
s
tep
b
y
s
tep
f
r
o
m
s
h
allo
w
to
d
ee
p
.
Du
r
in
g
th
e
test
m
ak
in
g
p
r
o
ce
s
s
,
ea
ch
f
ac
u
lty
m
em
b
er
in
ch
a
r
g
e
o
f
th
e
ex
am
i
n
atio
n
is
r
esp
o
n
s
ib
le
f
o
r
s
elec
tin
g
f
o
u
r
te
x
ts
an
d
2
0
q
u
esti
o
n
s
;
in
th
is
s
tu
d
y
,
f
o
u
r
f
a
cu
lty
m
em
b
e
r
s
s
elec
ted
1
6
te
x
ts
an
d
co
m
p
iled
a
to
tal
o
f
8
0
q
u
esti
o
n
s
.
A
to
p
ic
s
elec
tio
n
m
ee
tin
g
is
th
en
h
eld
to
s
elec
t
th
e
m
o
s
t
s
u
itab
le
8
t
ex
ts
an
d
a
t
o
tal
o
f
4
0
q
u
esti
o
n
s
.
Af
ter
th
e
p
r
elim
in
ar
y
s
ess
io
n
o
f
s
elec
tin
g
test
q
u
esti
o
n
s
,
2
-
3
ex
p
er
ts
an
d
s
c
h
o
lar
s
ar
e
h
ir
ed
to
r
ev
is
e
an
d
p
r
o
o
f
r
ea
d
th
e
test
q
u
esti
o
n
s
;
af
ter
war
d
s
,
th
ey
cr
ea
te
th
e
p
r
e
-
an
d
p
o
s
t
-
test
b
o
o
k
lets
.
I
n
th
e
f
in
al
p
h
ase,
to
b
alan
ce
th
e
lev
el
o
f
d
if
f
icu
lty
o
f
th
e
p
r
e
an
d
p
o
s
t
test
s
,
a
n
u
m
b
er
o
f
s
o
p
h
o
m
o
r
es
an
d
g
r
ad
es
ab
o
v
e,
test
ed
th
e
f
ir
s
t
p
h
ase
o
f
th
e
p
r
e
an
d
p
o
s
t
ex
am
s
;
th
e
test
s
ar
e
f
u
r
th
e
r
f
in
e
-
tu
n
e
d
b
ased
o
n
th
e
r
esp
o
n
s
es
f
r
o
m
th
e
tr
ial
test
s
to
d
eter
m
in
e
th
e
f
in
alize
d
test
q
u
esti
o
n
s
.
T
h
u
s
,
as
f
o
r
m
atted
,
ea
ch
tex
t
h
as
5
q
u
esti
o
n
s
to
f
o
r
m
a
q
u
esti
o
n
g
r
o
u
p
,
an
d
t
h
e
q
u
esti
o
n
b
o
o
k
h
as a
to
tal
o
f
1
-
2
0
q
u
esti
o
n
s
.
2
.
5
.
E
v
a
lu
a
t
io
n m
et
ho
d
T
h
e
ev
alu
atio
n
m
eth
o
d
f
o
r
th
i
s
s
tu
d
y
is
p
r
im
ar
ily
f
o
cu
s
ed
o
n
p
r
e
an
d
p
o
s
t
ass
ess
m
en
ts
.
T
h
e
p
r
e
-
test
ass
es
s
m
en
t
is
co
n
d
u
cted
i
n
t
h
e
f
ir
s
t
wee
k
o
f
s
ch
o
o
l,
with
an
ex
am
i
n
atio
n
tim
e
o
f
4
0
m
in
u
tes.
Af
ter
th
e
co
m
p
letio
n
o
f
th
e
p
r
e
-
test
,
th
e
g
r
ad
in
g
wo
r
k
a
n
d
s
co
r
e
r
eg
is
tr
atio
n
is
r
ec
o
r
d
ed
.
On
t
h
e
th
ir
d
wee
k
,
th
e
teac
h
in
g
p
r
ac
tice
an
d
d
esig
n
b
ased
o
n
th
e
s
ch
em
a
th
eo
r
y
is
tau
g
h
t f
o
r
7
0
m
in
u
tes,
th
en
is
f
o
llo
wed
b
y
an
o
th
er
4
0
m
i
n
u
tes
o
f
p
o
s
t
-
test
r
ea
d
in
g
ass
ess
m
en
t.
T
h
e
a
n
s
wer
s
h
e
et
is
tak
en
b
ac
k
f
o
r
m
a
r
k
in
g
an
d
g
r
ad
in
g
a
n
d
is
r
ec
o
r
d
e
d
to
th
e
d
ata
b
ase.
T
h
e
d
ata
p
r
o
v
id
es
o
b
s
er
v
atio
n
s
o
n
h
o
w
e
f
f
ec
tiv
e
th
e
teac
h
i
n
g
in
s
tr
u
ctio
n
was
ca
r
r
ied
o
u
t
t
o
im
p
r
o
v
e
s
tu
d
en
ts
'
r
ea
d
in
g
.
T
h
e
r
e
ar
e
4
0
s
tu
d
en
ts
in
class
A
an
d
3
5
s
tu
d
en
t
s
in
class
B
,
with
a
to
tal
o
f
7
5
s
tu
d
en
ts
wh
o
p
a
r
to
o
k
in
th
e
p
r
e
an
d
p
o
s
t
ass
ess
m
en
ts
.
Stu
d
en
ts
wh
o
d
id
n
o
t
p
ar
ticip
ate
in
eith
er
ass
es
s
m
en
ts
d
u
e
to
leav
e
o
r
ab
s
en
teeism
wer
e
n
o
t in
clu
d
ed
in
th
e
r
esear
ch
a
n
aly
s
is
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
I
n
th
is
s
ec
tio
n
,
th
e
s
tu
d
y
ass
ess
es
b
o
th
wh
eth
er
th
e
s
tu
d
en
t
s
’
r
ea
d
in
g
c
o
m
p
r
e
h
en
s
io
n
h
as
im
p
r
o
v
ed
an
d
test
s
th
e
ef
f
ec
tiv
en
ess
o
f
u
s
in
g
s
ch
em
a
th
eo
r
y
as
in
s
tr
u
ctio
n
al
an
d
cu
r
r
icu
lu
m
d
esig
n
.
T
h
e
r
esu
lts
o
f
th
e
p
er
f
o
r
m
an
ce
o
f
th
e
p
r
e
an
d
p
o
s
t
ass
es
s
m
en
ts
,
th
e
s
tatis
tics
an
d
d
ata
an
aly
s
is
in
clu
d
in
g
c
o
r
r
elatio
n
test
s
b
ased
o
n
SP
SS
,
an
d
th
e
co
m
p
ar
is
o
n
o
f
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
lev
els
b
ased
o
n
PISA
s
tan
d
ar
d
s
ar
e
p
r
o
v
id
ed
b
elo
w.
I
n
s
u
b
p
o
in
t 3
.
5
,
f
u
r
th
er
d
is
cu
s
s
io
n
s
o
n
f
in
d
i
n
g
s
ar
e
co
n
tin
u
e
d
.
3
.
1
.
Co
m
pa
ring
t
he
perf
o
r
m
a
nce
o
f
t
he
re
a
din
g
pre
-
a
nd
po
s
t
-
t
est
A
co
m
p
ar
is
o
n
o
f
th
e
av
er
a
g
e
s
co
r
es
o
f
s
tu
d
en
ts
in
p
r
e
-
test
an
d
p
o
s
t
-
test
is
s
h
o
wn
in
th
e
Ta
b
le
1
.
As
s
h
o
wn
in
T
ab
le
1
,
wh
en
t
h
e
p
r
e
an
d
p
o
s
t
-
test
s
co
r
es
f
o
r
all
s
tu
d
e
n
ts
af
ter
t
h
e
g
u
id
ed
less
o
n
o
n
C
h
in
ese
r
ea
d
in
g
ar
e
co
m
p
ar
ed
,
th
e
p
o
s
t
-
test
s
co
r
es
h
av
e
im
p
r
o
v
ed
b
y
an
av
er
a
g
e
o
f
(
8
.
3
2
)
p
o
in
ts
r
elativ
e
to
th
e
p
r
e
-
test
s
co
r
es.
I
n
ter
m
s
o
f
th
e
p
er
f
o
r
m
an
ce
o
f
th
e
two
class
es,
th
e
p
o
s
t
-
test
s
co
r
e
o
f
class
A
is
(
1
1
.
0
0
)
p
o
i
n
ts
h
ig
h
er
th
an
t
h
e
p
r
e
-
test
s
co
r
e
;
th
e
p
o
s
t
-
test
s
co
r
e
o
f
class
B
is
(
5
.
6
5
)
p
o
in
ts
h
ig
h
er
th
a
n
th
e
p
r
e
-
test
s
co
r
e.
I
t
ca
n
also
b
e
s
ee
n
th
at
th
e
g
r
ad
es
o
f
c
lass
A
ar
e
m
u
ch
h
ig
h
er
th
an
th
o
s
e
o
f
c
lass
B
.
A
lt
h
o
u
g
h
th
e
teac
h
in
g
an
d
g
u
id
a
n
ce
o
f
r
ea
d
in
g
th
eo
r
y
h
av
e
im
p
r
o
v
ed
th
eir
lear
n
in
g
p
er
f
o
r
m
an
ce
,
th
e
r
esu
lts
o
f
c
lass
B
ar
e
n
o
t
as
g
o
o
d
as e
x
p
ec
ted
.
T
ab
le
1
.
C
o
m
p
a
r
in
g
s
tu
d
e
n
t r
e
ad
in
g
p
r
e
-
an
d
p
o
s
t
-
test
s
co
r
es
C
l
a
s
ses
Pre
-
t
e
st
P
o
st
-
t
e
st
S
c
o
r
e
b
o
o
st
N
u
mb
e
r
o
f
p
e
o
p
l
e
A
v
e
r
a
g
e
sc
o
r
e
N
u
mb
e
r
o
f
p
e
o
p
l
e
A
v
e
r
a
g
e
sc
o
r
e
A
40
5
9
.
2
5
40
7
0
.
2
5
1
1
.
0
0
B
35
5
4
.
2
9
35
5
9
.
9
4
5
.
6
5
A
&B
75
5
6
.
7
7
75
6
5
.
0
9
8
.
3
2
3
.
2
.
M
o
re
s
pecif
ic
s
t
a
t
is
t
ica
l da
t
a
a
na
ly
s
is
I
n
o
r
d
er
to
o
b
s
er
v
e
th
e
ef
f
e
ctiv
en
ess
o
f
p
r
e
-
a
n
d
p
o
s
t
-
te
s
ts
o
n
r
ea
d
in
g
lear
n
in
g
o
u
tc
o
m
es
m
o
r
e
s
p
ec
if
ically
,
as
well
as
th
e
im
p
ac
t
o
f
th
e
r
ea
d
in
g
u
n
it
teac
h
in
g
d
esig
n
o
n
lear
n
i
n
g
,
th
is
s
tu
d
y
p
er
f
o
r
m
ed
th
e
f
o
llo
win
g
co
r
r
elatio
n
test
s
u
s
in
g
SP
SS
:
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:
2
2
5
2
-
8
8
2
2
S
ch
ema
th
e
o
r
y’
s
immed
ia
te
imp
a
ct
o
n
c
o
lleg
e
s
tu
d
en
ts
’
C
h
in
ese
r
ea
d
in
g
co
mp
r
eh
e
n
s
io
n
(
Ts
u
i
-
F
en
g
Hu
a
n
g
)
3539
3
.
2
.
1
.
Relia
bil
it
y
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-
2
0
q
u
esti
o
n
s
.
E
a
ch
q
u
esti
o
n
s
test
f
o
r
a
s
p
ec
if
ic
s
k
ill
an
d
lev
el
as
lis
ted
:
th
e
f
ir
s
t
two
q
u
esti
o
n
s
f
o
r
ea
c
h
q
u
esti
o
n
g
r
o
u
p
(
i.e
.
,
q
u
esti
o
n
n
u
m
b
er
1
an
d
2
;
6
an
d
7
;
1
1
an
d
1
2
;
1
6
an
d
1
7
)
ar
e
f
ir
s
t
-
lev
el
q
u
esti
o
n
s
to
te
s
t
f
o
r
in
f
o
r
m
atio
n
r
etr
ie
v
al,
s
ea
r
ch
an
d
co
m
p
r
eh
e
n
s
io
n
,
an
d
th
e
s
ec
o
n
d
-
lev
el
q
u
esti
o
n
(
i
.
e.
,
q
u
esti
o
n
n
u
m
b
e
r
3
.
/8
.
/1
3
.
/1
8
.
)
r
eq
u
ir
es
co
n
te
x
tu
al
co
m
p
r
eh
en
s
io
n
.
T
h
e
last
two
q
u
esti
o
n
s
an
d
th
ir
d
-
lev
el
q
u
esti
o
n
s
(
i.e
.
4
.
5
.
/
9
.
1
0
.
/1
4
.
1
5
/
1
9
.
2
0
)
test
s
f
o
r
r
ea
s
o
n
in
g
an
d
co
m
p
ar
is
o
n
wh
i
ch
s
tu
d
en
ts
n
ee
d
to
r
ef
in
e
th
e
co
n
ce
p
t
o
f
th
e
s
u
b
ject
an
d
m
ak
e
p
er
s
o
n
al
ev
alu
atio
n
s
an
d
ju
d
g
m
en
ts
,
h
e
n
ce
,
to
h
av
e
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
.
T
h
e
r
e
ar
e
8
q
u
esti
o
n
s
in
to
tal.
T
ab
le
8
o
b
s
er
v
es
th
e
p
er
f
o
r
m
an
ce
o
f
th
e
co
r
r
ec
t
an
s
wer
r
ate
to
u
n
d
er
s
tan
d
t
h
e
im
p
ac
t
o
f
r
ea
d
in
g
teac
h
in
g
o
n
d
ee
p
e
n
in
g
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
.
T
ab
le
8
.
C
o
m
p
a
r
e
r
ea
d
i
n
g
co
m
p
r
eh
en
s
io
n
lev
els
Q
u
e
st
i
o
n
n
u
m
b
e
r
C
l
a
s
s A c
o
r
r
e
c
t
r
a
t
e
(
%)
C
l
a
s
s B
c
o
r
r
e
c
t
r
a
t
e
(
%)
A
v
e
r
a
g
e
c
o
r
r
e
c
t
r
a
t
e
(
%)
Pre
-
t
e
st
/
p
o
s
t
-
t
e
s
t
Pre
-
t
e
st
/
p
o
s
t
-
t
e
s
t
Pre
-
t
e
st
/
p
o
s
t
-
t
e
s
t
03
7
3
%/
5
9
%
6
3
%/
6
0
%
6
8
%/
5
9
%
04
3
9
%/
7
8
%
6
0
%/
6
3
%
4
9
%/
7
1
%
05
5
4
%/
2
9
%
5
7
%/
5
7
%
5
5
%/
4
2
%
08
9
0
%/
7
8
%
8
0
%/
8
0
%
8
6
%/
7
9
%
09
4
4
%/
8
0
%
4
3
%/
6
6
%
4
3
%/
7
4
%
10
4
1
%/
5
4
%
2
3
%/
2
6
%
3
3
%/
4
1
%
13
4
9
%/
1
0
0
%
4
3
%/
8
9
%
4
6
%/
9
5
%
14
5
4
%/
9
5
%
5
1
%/
8
3
%
5
3
%/
8
9
%
15
6
8
%/
2
4
%
5
4
%/
2
6
%
6
2
%/
2
5
%
18
7
3
%/
8
8
%
4
6
%/
8
3
%
6
1
%/
8
6
%
19
6
8
%/
8
3
%
6
9
%/
4
3
%
6
8
%/
6
4
%
20
3
2
%/
4
9
%
3
7
%/
2
0
%
3
4
%/
3
6
%
As
s
h
o
wn
in
T
ab
le
8
,
to
g
ai
n
a
d
ee
p
er
u
n
d
er
s
tan
d
in
g
o
f
r
ea
d
in
g
,
we
lo
o
k
ed
at
th
e
p
r
o
p
o
r
tio
n
o
f
co
r
r
ec
t
an
s
wer
s
to
th
e
last
th
r
ee
q
u
esti
o
n
s
in
ea
ch
q
u
esti
o
n
g
r
o
u
p
,
s
h
o
win
g
th
at
th
e
o
v
er
a
ll
p
o
s
t
-
test
co
r
r
ec
t
r
ate
was
h
ig
h
er
th
an
th
e
p
r
e
-
t
est.
T
h
e
r
atio
in
cr
ea
s
ed
b
y
(
7
/1
2
o
r
5
8
.
3
3
%).
L
o
o
k
in
g
at
th
e
p
er
f
o
r
m
an
ce
o
f
class
A
s
ep
ar
ately
,
it
was
f
o
u
n
d
th
at
ex
ce
p
t
f
o
r
q
u
esti
o
n
n
u
m
b
er
3
,
5
,
8
,
1
5
wh
ic
h
was
8
/1
2
(
o
r
6
6
.
6
7
%),
an
d
class
B
ex
ce
p
t
f
o
r
q
u
esti
o
n
n
u
m
b
er
3
,
15,
19,
2
0
,
(
8
/1
2
o
r
6
6
.
6
7
%)
m
ain
tain
ed
o
r
h
ig
h
er
th
an
th
e
p
r
e
-
test
r
ate.
T
h
er
ef
o
r
e,
it
ca
n
b
e
f
o
u
n
d
t
h
at
th
e
f
ac
ilit
ated
less
o
n
o
n
r
ea
d
in
g
ca
n
o
b
v
io
u
s
ly
im
p
r
o
v
e
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
an
d
ad
v
an
ce
t
o
war
d
s
a
d
ee
p
e
r
lev
el
o
f
co
m
p
r
eh
en
s
io
n
.
3
.
4
.
F
urt
her
dis
cu
s
s
io
n o
n f
in
din
g
s
I
n
th
is
s
u
b
s
ec
tio
n
,
th
e
d
is
cu
s
s
io
n
will
in
clu
d
e
o
b
s
er
v
atio
n
s
o
n
th
e
ef
f
ec
tiv
e
n
ess
o
f
th
e
in
s
tr
u
ctio
n
al
d
esig
n
an
d
teac
h
in
g
b
ased
o
n
s
ch
em
a
th
eo
r
y
o
n
s
tu
d
en
ts
’
r
e
ad
in
g
co
m
p
r
eh
e
n
s
io
n
as
well
as
o
b
s
er
v
atio
n
s
o
n
s
tu
d
en
ts
’
ab
ilit
y
to
im
m
e
d
iately
ap
p
ly
wh
at
th
e
y
lear
n
e
d
in
c
lass
an
d
d
ev
elo
p
a
n
ew
r
o
u
tin
e
o
f
r
ea
d
in
g
h
ab
its
.
Fu
r
th
er
d
is
cu
s
s
io
n
em
p
h
asizes
r
ea
d
in
g
co
m
p
r
e
h
en
s
io
n
is
im
p
o
r
tan
t
to
f
u
r
th
er
en
ab
le
co
l
leg
e
s
tu
d
en
ts
to
r
ea
d
in
ter
d
is
cip
lin
ar
y
a
r
ticles
an
d
th
e
im
p
ac
t
in
t
h
eir
ac
ad
e
m
ic,
ca
r
ee
r
a
n
d
p
er
s
o
n
al
life
.
L
astl
y
,
th
e
s
tu
d
y
ac
k
n
o
wled
g
es
th
at
in
s
tr
u
ctio
n
al
d
esig
n
will
n
ee
d
m
o
r
e
im
p
r
o
v
em
e
n
t
to
im
p
lem
en
t
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
less
o
n
s
an
d
ass
ess
m
en
t
s
th
r
o
u
g
h
o
u
t t
h
e
wh
o
le
s
ch
o
o
l.
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:
2
2
5
2
-
8
8
2
2
S
ch
ema
th
e
o
r
y’
s
immed
ia
te
imp
a
ct
o
n
c
o
lleg
e
s
tu
d
en
ts
’
C
h
in
ese
r
ea
d
in
g
co
mp
r
eh
e
n
s
io
n
(
Ts
u
i
-
F
en
g
Hu
a
n
g
)
3541
3
.
4
.
1
.
Ca
n sp
ee
d up lea
rner
s
' m
a
s
t
er
y
o
f
k
ey
info
r
m
a
t
i
o
n a
nd
un
der
s
t
a
nd
ing
O
v
er
all,
th
e
less
o
n
s
o
n
r
ea
d
in
g
b
ased
o
n
s
ch
em
a
th
eo
r
y
ca
n
h
elp
lear
n
e
r
s
q
u
ic
k
ly
g
r
asp
th
e
t
o
p
ic,
an
ticip
ate
th
e
d
i
r
ec
tio
n
o
f
t
h
e
ch
ap
ter
,
an
d
q
u
ick
ly
r
etr
iev
e
an
d
s
ea
r
ch
f
o
r
s
p
ec
if
ic
in
f
o
r
m
atio
n
.
T
h
ese
ar
e
cr
u
cial
s
k
ills
th
at
h
elp
s
lear
n
er
s
s
p
ee
d
u
p
th
e
r
ea
d
in
g
p
r
o
ce
s
s
.
Fu
r
th
er
m
o
r
e,
lo
o
k
in
g
at
th
e
h
ig
h
er
-
lev
el
co
m
p
r
eh
e
n
s
io
n
o
f
r
ea
d
in
g
,
th
e
ab
ilit
y
to
ap
p
l
y
in
s
tan
t
awa
r
e
n
ess
in
clu
d
in
g
in
f
er
e
n
ce
,
a
n
al
y
s
is
,
ju
d
g
m
en
t,
an
d
ev
alu
atio
n
f
r
o
m
th
e
o
r
y
t
o
th
e
p
r
ac
tical
ap
p
licatio
n
h
as a
ls
o
s
h
o
wn
im
p
r
o
v
em
e
n
t.
3
.
4
.
2
.
L
ea
rner
s
ca
n ins
t
a
ntly
perc
eiv
e
a
nd
a
pp
ly
t
he
co
ncept
s
lea
rned
B
eh
av
io
r
th
eo
r
y
s
ch
o
lar
s
ar
g
u
e
th
at
if
in
d
iv
id
u
als
ca
n
id
en
ti
f
y
with
th
e
b
e
h
av
io
r
t
h
ey
ar
e
en
g
ag
in
g
in
an
d
in
cr
ea
s
e
th
eir
p
er
ce
p
tio
n
o
f
co
n
tr
o
l
o
v
er
th
at
b
eh
a
v
io
r
,
th
ey
ca
n
in
c
r
ea
s
e
b
eh
av
i
o
r
al
in
ten
tio
n
s
[
3
8
]
.
C
an
lear
n
er
s
im
m
ed
iately
b
ec
o
m
e
awa
r
e
o
f
an
d
d
em
o
n
s
tr
at
e
h
o
w
to
r
ef
lect
an
d
ap
p
ly
th
e
co
n
ce
p
ts
th
ey
h
av
e
lear
n
ed
?
T
h
is
s
tu
d
y
f
o
u
n
d
t
h
at
ex
p
er
ie
n
tial
lear
n
in
g
an
d
p
r
o
ce
s
s
es
in
v
o
lv
in
g
r
e
f
lectio
n
ca
n
lead
t
o
s
ig
n
if
ican
t
f
ee
d
b
ac
k
f
r
o
m
d
ir
ec
t
o
r
in
d
ir
ec
t
ex
p
er
ien
tial
lear
n
in
g
[
3
9
]
.
I
t
ca
n
b
e
s
ee
n
th
at
th
e
ac
q
u
is
itio
n
o
f
r
ea
d
in
g
k
n
o
wled
g
e
ca
n
lead
to
a
p
p
lic
atio
n
,
an
d
it
is
also
a
p
r
o
ce
s
s
o
f
co
n
tin
u
o
u
s
ad
ju
s
tm
en
t
a
n
d
im
p
r
o
v
em
en
t
o
f
in
d
iv
id
u
al
r
ea
d
in
g
ab
ilit
y
;
a
t
th
e
s
am
e
tim
e,
it
is
al
s
o
p
o
s
s
ib
le
to
g
r
ad
u
ally
ac
h
ie
v
e
d
ee
p
er
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
f
r
o
m
a
s
h
allo
w
lev
el,
wh
ich
will h
elp
s
tu
d
e
n
ts
ap
p
ly
th
e
r
ea
d
in
g
ex
p
er
ien
ce
th
ey
h
av
e
lear
n
ed
in
to
r
ea
l lif
e.
3
.
4
.
3
.
E
f
f
ec
t
iv
eness
is
less
ev
i
dent
f
o
r
a
dv
a
nced
re
a
din
g
c
o
m
prehens
io
n
I
n
f
ac
t,
th
is
r
ef
lectiv
e
s
tag
e
o
f
tr
y
in
g
o
u
t
s
tr
ateg
ies
m
ay
ca
u
s
e
lear
n
er
s
to
f
ee
l
p
r
ess
u
r
e
to
q
u
ick
ly
lear
n
n
ew
k
n
o
wled
g
e
an
d
ap
p
ly
it
im
m
ed
iately
;
th
en
q
u
es
tio
n
in
g
wh
eth
er
th
e
y
h
av
e
m
aster
ed
th
e
co
r
r
ec
t
r
ea
d
in
g
s
k
ills
,
o
r
h
av
e
d
o
u
b
ts
ab
o
u
t
th
eir
ab
ilit
y
to
a
p
p
ly
t
h
em
ef
f
ec
tiv
ely
.
T
h
r
o
u
g
h
ca
r
ef
u
lly
d
esig
n
in
g
a
f
ac
ilit
ated
less
o
n
in
teg
r
atin
g
t
h
e
s
ch
em
a
th
e
o
r
y
in
th
e
in
s
tr
u
ctio
n
al
d
esig
n
,
lear
n
er
s
ca
n
ef
f
ec
tiv
ely
im
p
r
o
v
e
th
eir
g
r
ad
es
b
ased
o
n
th
ei
r
d
ee
p
en
ed
u
n
d
er
s
tan
d
in
g
o
f
th
e
co
n
ten
t.
Ho
wev
er
,
f
o
r
f
u
r
t
h
er
d
ee
p
er
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
a
n
d
s
m
o
o
th
er
p
r
ac
tical
ap
p
licatio
n
o
f
r
ea
d
in
g
s
tr
ateg
ies
r
eq
u
ir
e
p
r
ac
tice
o
v
er
a
lo
n
g
er
p
er
io
d
o
f
tim
e
an
d
a
lar
g
e
am
o
u
n
t
o
f
r
ea
d
in
g
to
ac
h
ie
v
e
m
o
r
e
s
p
ec
if
ic
im
p
r
o
v
em
en
ts
.
T
h
er
e
f
o
r
e,
th
e
ab
ilit
y
to
co
m
p
ar
e,
a
n
aly
ze
,
a
n
d
ju
d
g
e
a
t a
h
ig
h
er
le
v
el
o
f
r
ea
d
in
g
ca
n
b
e
im
p
r
o
v
ed
,
b
u
t it
is
s
till
lim
i
ted
.
3
.
4
.
4
.
At
t
he
s
a
m
e
t
im
e,
it
is
co
nd
uciv
e
t
o
pro
m
o
t
ing
t
he
a
cquis
it
io
n o
f
pro
f
ess
io
na
l k
no
wledg
e
E
f
f
ec
tiv
e
p
r
o
f
icien
c
y
in
r
ea
d
i
n
g
s
tr
ateg
ies
is
co
n
s
id
er
e
d
a
n
im
p
o
r
ta
n
t
s
k
ill
f
o
r
im
p
r
o
v
i
n
g
lear
n
e
r
s
'
r
ea
d
in
g
c
o
m
p
r
e
h
en
s
io
n
[
4
0
]
.
T
h
is
s
tu
d
y
aim
s
to
en
h
an
ce
c
o
lleg
e
s
tu
d
en
ts
'
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
ab
ilit
ies,
en
ab
lin
g
th
e
m
to
r
ea
d
a
wid
er
r
an
g
e
o
f
ar
ticles
r
elate
d
to
th
eir
p
r
o
f
ess
io
n
al
s
k
ills
an
d
k
n
o
wled
g
e
[
4
1
]
.
T
h
ese
s
k
ills
will
h
elp
th
em
to
s
tay
f
am
iliar
with
a
n
d
g
ain
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
eir
p
r
o
f
ess
io
n
,
wh
ile
co
n
tin
u
o
u
s
ly
im
p
r
o
v
in
g
th
eir
p
r
o
f
ess
io
n
al
s
k
ills
an
d
k
n
o
wle
d
g
e.
At
th
e
s
am
e
tim
e
,
s
tu
d
en
ts
s
h
o
u
ld
also
k
ee
p
u
p
with
n
ew
tech
n
o
l
o
g
ical
tr
en
d
s
an
d
in
n
o
v
ativ
e
tech
n
i
q
u
es
to
ap
p
ly
th
em
in
th
eir
wo
r
k
,
u
n
d
e
r
s
tan
d
th
eir
s
p
ec
if
ic
jo
b
m
ar
k
et
t
r
en
d
s
to
im
p
r
o
v
e
r
elev
a
n
t
s
k
ills
,
an
d
r
ea
d
ar
ticles
r
elate
d
t
o
co
m
m
u
n
icatio
n
s
k
ills
an
d
in
ter
p
er
s
o
n
al
r
elatio
n
s
h
ip
s
to
en
h
an
ce
th
eir
o
cc
u
p
atio
n
al
ad
ap
tab
ilit
y
.
4.
CO
NCLU
SI
O
N
T
h
e
p
u
r
p
o
s
e
o
f
r
ea
d
in
g
is
to
o
b
tain
f
r
o
m
th
e
tex
t
th
e
co
r
r
e
ct
in
f
o
r
m
atio
n
th
at
th
e
au
th
o
r
in
ten
d
s
f
o
r
th
e
r
ea
d
er
t
o
u
n
d
er
s
tan
d
.
Act
iv
atio
n
o
f
k
n
o
wled
g
e
s
tr
u
ctu
r
es
is
v
ital
to
th
e
r
ea
d
er
.
T
h
is
r
esear
ch
is
o
n
ly
a
one
-
s
id
ed
attem
p
t a
n
d
p
r
elim
in
ar
y
d
is
cu
s
s
io
n
o
n
r
ea
d
in
g
tea
ch
in
g
.
I
n
r
esp
o
n
s
e
to
th
e
u
r
g
e
n
t n
ee
d
s
o
f
teac
h
in
g
p
o
licies,
th
e
b
asis
o
f
th
is
p
r
e
lim
in
ar
y
r
esear
ch
is
cu
r
r
en
tly
ap
p
lied
to
th
e
teac
h
in
g
a
n
d
test
in
g
o
f
C
h
in
ese
r
ea
d
in
g
t
h
r
o
u
g
h
o
u
t
th
e
wh
o
le
s
ch
o
o
l.
I
lo
o
k
f
o
r
war
d
to
co
n
tin
u
in
g
t
o
r
ev
is
e
an
d
im
p
r
o
v
e
th
e
in
s
tr
u
ctio
n
al
d
esig
n
f
o
r
C
h
in
ese
r
ea
d
in
g
le
s
s
o
n
s
.
I
s
tr
iv
e
to
im
p
r
o
v
e
s
tu
d
en
ts
’
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
an
d
d
ev
elo
p
m
en
t
to
war
d
s
ad
v
an
ce
d
co
g
n
itio
n
,
a
n
d
f
u
r
th
er
d
ee
p
en
s
tu
d
en
ts
’
ab
ilit
y
in
r
ea
d
in
g
an
al
y
s
is
,
ap
p
licatio
n
,
ev
alu
atio
n
,
an
d
cr
ea
tio
n
.
M
y
g
o
al
is
f
o
r
s
tu
d
en
ts
to
n
o
t
o
n
ly
o
b
tain
in
f
o
r
m
atio
n
f
r
o
m
k
n
o
wled
g
e
,
b
u
t
also
d
ee
p
e
n
th
eir
u
n
d
er
s
tan
d
i
n
g
d
u
r
in
g
th
e
r
ea
d
in
g
p
r
o
ce
s
s
an
d
m
o
r
e
im
p
o
r
tan
tly
,
to
a
r
o
u
s
e
lear
n
er
s
'
in
ter
est
in
r
ea
d
in
g
a
n
d
h
elp
d
ev
el
o
p
ef
f
ec
tiv
e
r
ea
d
i
n
g
h
ab
its
.
RE
F
E
R
E
NC
E
S
[
1
]
P
.
D
e
l
g
a
d
o
a
n
d
L.
S
a
l
m
e
r
ó
n
,
“
T
h
e
i
n
a
t
t
e
n
t
i
v
e
o
n
-
scre
e
n
r
e
a
d
i
n
g
:
r
e
a
d
i
n
g
me
d
i
u
m
a
f
f
e
c
t
s
a
t
t
e
n
t
i
o
n
a
n
d
r
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
si
o
n
u
n
d
e
r
t
i
me
p
r
e
ss
u
r
e
,
”
L
e
a
r
n
i
n
g
a
n
d
I
n
st
ru
c
t
i
o
n
,
v
o
l
.
7
1
,
p
.
1
0
1
3
9
6
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
l
e
a
r
n
i
n
s
t
r
u
c
.
2
0
2
0
.
1
0
1
3
9
6
.
[
2
]
Z.
L
i
u
,
R
.
H
u
,
a
n
d
X
.
B
i
,
“
Th
e
e
f
f
e
c
t
s
o
f
s
o
c
i
a
l
me
d
i
a
a
d
d
i
c
t
i
o
n
o
n
r
e
a
d
i
n
g
p
r
a
c
t
i
c
e
:
a
s
u
r
v
e
y
o
f
u
n
d
e
r
g
r
a
d
u
a
t
e
st
u
d
e
n
t
s
i
n
C
h
i
n
a
,
”
J
o
u
rn
a
l
o
f
D
o
c
u
m
e
n
t
a
t
i
o
n
,
v
o
l
.
7
9
,
n
o
.
3
,
p
p
.
6
7
0
–
6
8
2
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
1
0
8
/
JD
-
05
-
2
0
2
2
-
0
1
1
1
.
[
3
]
J.
A
.
D
o
l
e
,
G
.
G
.
D
u
f
f
y
,
L.
R
.
R
o
e
h
l
e
r
,
a
n
d
P
.
D
.
P
e
a
r
s
o
n
,
“
M
o
v
i
n
g
f
r
o
m
t
h
e
o
l
d
t
o
t
h
e
n
e
w
:
r
e
s
e
a
r
c
h
o
n
r
e
a
d
i
n
g
c
o
mp
r
e
h
e
n
s
i
o
n
i
n
s
t
r
u
c
t
i
o
n
,
”
R
e
v
i
e
w
o
f
E
d
u
c
a
t
i
o
n
a
l
R
e
se
a
rc
h
,
v
o
l
.
6
1
,
n
o
.
2
,
p
p
.
2
3
9
–
2
6
4
,
J
u
n
.
1
9
9
1
,
d
o
i
:
1
0
.
3
1
0
2
/
0
0
3
4
6
5
4
3
0
6
1
0
0
2
2
3
9
.
[
4
]
Y
.
H
.
Le
e
,
Y
.
T
.
C
h
o
u
,
a
n
d
Y
.
T.
S
u
n
g
,
“
D
e
v
e
l
o
p
m
e
n
t
a
n
d
v
a
l
i
d
a
t
i
o
n
o
f
a
d
i
a
g
n
o
st
i
c
a
ssess
me
n
t
o
f
c
h
i
n
e
s
e
c
o
m
p
e
t
e
n
c
e
s
y
st
e
m,
”
Bu
l
l
e
t
i
n
o
f
E
d
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
5
3
,
n
o
.
2
,
p
p
.
2
8
5
–
3
0
6
,
2
0
2
1
,
d
o
i
:
1
0
.
6
2
5
1
/
B
EP.
2
0
2
1
1
2
_
5
3
(
2
)
.
0
0
0
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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I
n
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&
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d
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Vo
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.
1
3
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
5
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3543
3542
[
5
]
Q
.
Q
i
a
n
,
G
.
Zh
e
n
g
,
X
.
H
u
a
n
g
,
a
n
d
X
.
Li
a
o
,
“
R
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
st
u
d
e
n
t
-
p
e
r
c
e
i
v
e
d
r
e
a
d
i
n
g
st
r
a
t
e
g
y
i
n
st
r
u
c
t
i
o
n
a
n
d
st
u
d
e
n
t
s’
r
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
si
o
n
:
a
seri
a
l
m
u
l
t
i
p
l
e
me
d
i
a
t
i
o
n
m
o
d
e
l
,
”
R
e
a
d
i
n
g
&
Wri
t
i
n
g
Q
u
a
r
t
e
r
l
y
,
v
o
l
.
3
9
,
n
o
.
6
,
p
p
.
5
8
2
–
5
9
7
,
N
o
v
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
8
0
/
1
0
5
7
3
5
6
9
.
2
0
2
3
.
2
1
6
5
4
6
4
.
[
6
]
J.
H
a
n
s
e
n
a
n
d
P
.
D
.
P
e
a
r
s
o
n
,
“
A
n
i
n
st
r
u
c
t
i
o
n
a
l
st
u
d
y
:
i
m
p
r
o
v
i
n
g
t
h
e
i
n
f
e
r
e
n
t
i
a
l
c
o
mp
r
e
h
e
n
s
i
o
n
o
f
g
o
o
d
a
n
d
p
o
o
r
f
o
u
r
t
h
-
g
r
a
d
e
r
e
a
d
e
r
s.,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
a
l
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
7
5
,
n
o
.
6
,
p
p
.
8
2
1
–
8
2
9
,
D
e
c
.
1
9
8
3
,
d
o
i
:
1
0
.
1
0
3
7
/
0
0
2
2
-
0
6
6
3
.
7
5
.
6
.
8
2
1
.
[
7
]
V
.
C
l
i
n
t
o
n
-
Li
s
e
l
l
,
T.
T
a
y
l
o
r
,
S
.
E.
C
a
r
l
so
n
,
M
.
L.
D
a
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