In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
V
o
l.7,
N
o.4,
D
ece
mbe
r
201
8,
pp.
3
1
7
~
3
3
0
IS
S
N
: 2252-
88
22
D
O
I
: 10.
1
1
591
/i
jere
.v7
i
4.13
9
6
9
317
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
/
Reading Comprehension Skills
in Terms of the Sentiments
G
i
ven in Reading Texts
E
s
ra
Çeti
n
¹,
S
a
b
r
i
Si
d
e
k
li
2
1
I
n
s
t
i
tu
te
o
f
E
d
u
c
a
t
io
na
l
S
c
i
e
nces, Uludağ
Unive
r
sity, Turkey
²
Depart
ment o
f
El
e
m
en
t
a
ry
E
d
u
c
at
ion
, Fa
c
ult
y
o
f
Edu
cation
,
Mu
g
l
a
S
ı
t
kı Kocman Univers
ity,
Turkey
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
ce
i
v
e
d
Jun 23,
2018
Re
vise
d Ju
l 2
6
,
201
8
A
c
c
e
pte
d
S
ep 27,
2
0
1
8
Thi
s
s
tudy
a
i
m
ed
t
o
i
n
vest
iga
t
e
reading
comprehe
nsi
o
n
skills
o
f
t
h
e
4
t
h
grad
ers
in
t
erms
o
f
th
e
s
e
ntim
en
ts
g
i
v
en
i
n
t
h
e
re
adi
ng
tex
t
a
n
d
to
r
ev
eal
t
hat
wh
eth
e
r
t
h
ere
i
s
a
m
ean
in
gf
u
l
d
iff
e
ren
ce
f
o
r
readi
n
g
co
m
p
rehen
s
i
on
sk
il
ls
o
f
diff
erent
stu
d
ent
gro
ups
o
r
not.
T
h
e
sam
p
lin
g
o
f
t
h
e
st
ud
y
has
b
een
s
elected
rand
om
ly
a
nd
i
t
h
a
s
b
e
e
n
l
i
m
ited
i
n
prim
ary
school
s
i
n
M
uğla,
T
u
r
ke
y.
T
he
sam
p
li
ng
has
be
en
c
ov
er
ed
t
otally
3
8
7
4
th
g
rad
e
rs,
20
9
o
f
t
h
e
m
hav
e
b
een
f
e
m
a
le
a
nd
1
7
8
o
f
t
h
em
h
ave
been
m
ale
s
t
u
d
ent
s
.
T
h
e
dat
a
c
ol
lec
ti
on
in
s
t
rum
e
n
t
s
i
n
t
he
s
tu
dy
h
ave
b
een
d
eterm
i
n
e
d
as
a
p
ers
o
n
a
l
inf
orm
a
ti
on
f
o
rm
a
nd
an
a
c
h
iev
e
m
e
nt
t
es
t
on
r
eadi
n
g
com
p
rehen
s
io
n
sk
ills
i
n
t
e
r
m
s
o
f
s
e
n
t
i
m
e
n
t
s
g
i
v
e
n
i
n
t
h
e
r
e
a
d
i
n
g
t
e
x
t
s
.
T
h
e
a
n
s
w
e
r
s
o
f
t
h
e
s
t
u
d
e
nt
s
f
o
r
th
e
achi
e
vem
e
nt
t
est
h
a
ve
b
een
a
n
a
ly
zed
v
i
a
p
ercent
a
g
e
,
f
r
equ
e
n
c
y
a
nd
arit
h
m
eti
c
m
ean.
A
ccordi
n
g
to
t
he
f
i
ndin
g
s
o
f
t
he
s
t
u
d
y
;
F
o
r
th
e
s
e
ntiments
gi
ven
in
t
he
r
ea
d
i
ng
t
ex
ts
,
in
l
i
n
e,
t
he
m
os
tl
y
u
n
d
e
rstan
d
ab
le
sen
timent
s
a
re
hap
p
i
n
ess
,
f
ear
a
nd
s
a
dnes
s
.
Add
i
ti
on
all
y
,
t
h
ere
was
a
m
ean
d
if
f
e
rence
in
term
s
of
t
h
e
l
evel
o
f
readi
ng
comp
rehens
io
n
sk
ills.
Th
e
s
t
u
d
ent
s
were
m
ost
l
y
aware
o
f
t
ext
s
c
o
n
t
a
i
n
i
n
g
happ
in
ess
,
a
nd
t
h
e
y
un
ders
to
od
s
o
rro
w
i
n
te
xt
s
at l
east
.
K
eyw
ord
:
R
ead
ing
R
ead
ing
co
mp
reh
e
nsio
n
Sen
t
im
ent
S
e
nt
im
en
ts i
n r
eadi
n
g tex
t
s
U
nder
s
ta
n
d
i
n
g
Co
pyri
gh
t © 2
018 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
E
s
r
a
Ç
et
i
n
,
I
n
s
t
it
u
t
e
o
f
E
d
u
c
a
t
i
o
n
a
l
S
c
ie
n
c
e
s
Ul
ud
a
ğ
Uni
v
e
rsi
t
y
, Tu
rk
ey
Em
ail:
esrac
t
n
_
4
8
@
w
i
nd
ow
s
live
.
c
o
m
1.
I
N
TR
OD
U
C
TI
O
N
The
re
adi
n
g
is
a
p
r
o
cess
in
w
hic
h
s
e
e
i
n
g,
u
n
d
e
r
sta
n
di
ng
and
c
o
m
pre
h
e
n
d
i
ng
the
w
o
r
d
s,
s
ente
nc
es,
pu
nc
tua
t
ion
a
n
d
o
t
her
elem
en
ts
i
n
a
w
r
i
t
t
e
n
tex
t
a
r
e
n
ee
de
d
.
R
e
ad
in
g
is
a
lso
a
c
o
mpr
e
he
ns
io
n
ac
ti
v
i
t
y
w
hic
h
is
a
c
omb
i
na
t
i
o
n
o
f
c
og
nit
i
v
e
s
k
ills
a
n
d
p
sy
c
homo
t
or
s
k
i
l
l
s
[1,
2
].
A
ccor
d
in
g
to
G
ü
n
e
ş
[
3]
w
ho
d
e
fi
nes
rea
d
i
n
g
as
r
e
f
e
r
r
i
ng
c
ons
truc
t
i
v
i
sm
,
re
adin
g
is
a
c
omp
l
e
x
p
roc
e
ss
that
c
onsi
s
ts
o
f
different
o
perations
i
n
brain
suc
h
a
s
see
i
n
g
,
un
dersta
n
d
i
ng,
v
oca
l
i
z
a
t
i
on,
c
om
pre
h
e
n
sio
n
a
nd
c
o
ns
truct
i
ng.
T
his
pr
ocess
s
t
a
r
t
s
w
ith
com
p
rehe
nd
in
g
si
g
n
s,
l
e
t
t
e
rs
a
nd
s
y
mbo
l
s.
A
t
the
e
nd
of
t
he
c
om
prehe
n
si
on
pr
ocess,
w
ords
a
re
r
ec
ogn
i
z
e
d
a
n
d
sen
t
en
c
e
s
c
a
n
b
e
u
nd
e
r
sto
o
d
vi
a
conce
n
t
r
at
ion
.
T
he
i
mpo
r
t
a
n
t
p
o
i
n
ts
o
f
para
g
r
aphs
a
re
s
ele
c
t
ed
b
y
rea
d
ers
and
t
h
e
se
lecte
d
p
o
i
nts
ar
e
opera
t
e
d
v
i
a
orde
r
i
ng,
c
las
sif
i
cat
i
on,
c
oher
e
nce
,
i
nve
s
t
i
g
a
t
i
o
n,
a
na
l
y
sis,
syn
t
he
sis
a
n
d
e
v
al
ua
t
i
o
n
.
A
t
t
he
e
n
d
o
f
th
e
rea
d
in
g
proc
ess,
r
e
ade
r
s
re
-com
prehe
n
d
the
me
an
i
n
g
as
t
heir
prev
io
us k
now
led
g
e
.
The
m
a
i
n
a
i
m
o
f
re
adi
n
g
pr
esen
ts
t
he
s
om
e
bas
i
c
stra
te
gie
s
a
n
d
te
ch
n
i
que
s
t
o
s
tu
de
nts
for
un
dersta
n
d
i
n
g
both
the
w
o
r
l
d
a
nd
them
se
lve
s
,
im
prov
in
g
e
x
pecta
t
io
ns
a
nd
i
n
te
rests,
b
ei
ng
in
de
pe
nde
n
t
c
o
n
cept
u
al
p
eop
l
e
.
C
o
m
p
r
eh
en
si
on
c
a
n
b
e
th
oug
ht
a
s
t
h
e
mo
s
t
i
mp
o
r
t
a
nt
e
l
e
ment
f
o
r
r
e
a
d
i
ng
a
nd
t
h
e
m
a
i
n
aim
of
t
eac
hin
g
c
ompr
e
h
ens
i
on
i
s
p
ro
vi
d
i
n
g
s
tu
de
nts
t
o
t
hi
n
k
a
n
d
re
ac
t
on
r
e
a
d
i
n
g
te
x
t
s
a
n
d
prepa
r
in
g
the
m
to
u
nder
s
tan
d
a
r
ea
ding
t
e
xt
[
4]
.
P
a
r
d
o
def
i
ne
s
com
p
rehe
n
s
ion
a
s
a
c
o
nst
r
uc
tiv
is
t
pr
oce
s
s
i
n
w
h
i
ch
r
e
a
d
ers
com
b
i
n
e
t
h
e
i
r prev
io
us k
now
led
g
e
an
d
con
t
ext o
f
t
he r
eadi
ng te
x
t
[5,
6,
7
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
31
7
–
330
31
8
The
bas
i
c
pa
rt
o
f
the
r
ead
i
ng
proc
ess
i
s
t
he
unde
rsta
n
d
i
n
g
of
t
he
m
ai
n
i
d
ea
i
n
a
t
e
x
t
an
d
us
i
ng
this
kn
ow
le
d
g
e.
I
n
orde
r
to
acc
o
m
pli
s
h
t
h
is
a
i
m
,
r
eade
r
s
use
som
e
r
e
adin
g
t
e
x
t
s
t
h
a
t
c
an
b
e
rea
c
hed
in
t
he
ir
env
i
ro
nm
en
t.
Tha
nks
t
o
the
s
e
tex
t
s,
t
he
re
i
s
an
i
ntera
c
tio
n
be
t
w
een
r
eade
r
a
nd
wr
i
t
e
r
;
r
eade
r
s
ca
n
re
a
c
h
t
h
e
me
anin
g
p
o
i
nte
d
b
y
w
r
it
e
r
.
There
f
ore
,
r
eaders
be
g
i
n
to
i
mprove
re
ad
in
g
an
d
com
p
reh
e
nsio
n
sk
i
lls
[
8].
The
re
ad
in
g
t
e
xt
s
a
r
e
t
h
e
mo
st
b
a
s
i
c
i
nst
r
u
m
en
t
f
o
r
re
ad
e
r
s
o
n
r
e
a
c
hing
t
he
a
i
m
s.
T
he
l
e
a
rne
r
m
ot
i
v
a
t
i
o
n
c
a
n
b
e
impro
v
e
d
v
ia a
tte
n
tio
n-pa
yin
g
rea
d
ing
te
xts [9].
The
lea
rner
m
o
t
i
v
a
t
i
on
can
c
h
a
ng
e
wit
h
re
g
ard
t
o
t
h
e
l
ev
el
o
f
r
e
a
d
i
n
g
t
e
x
t
.
Y
e
t
,
i
f
l
e
a
r
n
e
r
s
b
e
l
i
e
v
e
t
h
a
t
t
h
e
y
a
r
e
e
f
f
e
c
t
i
v
e
and
tale
n
t
ed
i
n
an
a
c
t
i
v
ity,
the
i
r
self-e
ffica
c
y
a
n
d
apt
i
t
u
d
e
c
a
n
im
prove
e
a
s
il
y.
F
or
t
his
re
aso
n
,
lear
ners
s
ho
ul
d b
e
in
te
re
st
ed
i
n
re
adi
n
g
t
e
x
t
s
t
h
at
can
b
e
s
u
i
t
a
bl
e
for
t
h
em
[
1
0
,
11,
12].
This
k
i
nd
of
r
ead
in
g
te
xt
m
ay
b
e
e
f
f
ecti
ve
f
or
r
e
a
di
ng
a
p
ti
tu
de,
m
o
t
i
va
ti
on
a
n
d
rea
d
in
g
rou
tine
s
.
It
i
s
see
n
i
n
som
e
s
tud
i
es
t
h
a
t
le
a
r
ners
w
ho
h
a
v
e
hi
g
her
re
ad
in
g
m
o
t
i
va
ti
on
,
self-
e
ffi
c
a
c
y
a
n
d
rea
d
i
ng
ha
b
i
t
s
c
an
h
a
v
e
mo
re
r
eadi
n
g
co
m
p
rehe
nsio
n
a
b
i
lit
ies
t
h
a
n
t
he
o
t
h
e
r
s
[1
3,
1
4]
.
There
f
ore,
i
t
is
impor
ta
nt
t
ha
t
lea
r
ners
s
hou
l
d
c
om
e
a
c
ross
r
ea
din
g
t
e
x
ts
t
ha
t
a
re
e
ffec
ti
ve
a
nd
s
u
i
ta
bl
e
for
t
h
em
.
Teac
hers
sho
u
l
d
a
lso
kn
ow
t
he
c
hara
c
t
erist
i
cs
o
f
a
r
e
adi
n
g
te
xt
w
hi
le
t
e
ac
hin
g
l
a
ngua
ge
s
k
i
lls,
b
e
c
a
use
rea
d
in
g
te
xts
ca
n com
b
i
n
e p
e
op
l
e
w
it
h t
h
e
i
r
enviro
nme
n
t and
s
o
c
i
a
l
l
ife
as r
e
gar
d
i
n
g
th
e
i
r
in
ner
w
o
rld
.
I
n
T
urk
i
sh
l
a
n
gua
ge
c
ourse
b
o
o
k
s,
t
he
re
h
a
v
e
be
e
n
l
o
t
s
of
r
e
a
d
i
ng
tex
t
s
w
h
ic
h
ar
e
di
ffe
r
ent
ge
nres
a
n
d
wri
t
t
e
n
by
d
if
fe
re
n
t
a
uth
o
rs.
Th
e
s
e
t
e
xt
s
sh
oul
d
b
e
s
el
e
c
t
e
d
as c
o
n
s
i
der
i
n
g
t
he t
hem
e
s, b
ut se
l
ec
t
i
n
g
a
t
e
x
t
ju
st
r
efe
rrin
g
t
hem
e
s
i
s
n
o
t
e
no
u
gh
t
o
d
e
t
er
mine
a
r
ead
in
g
te
xt
.
A
t
t
he
s
a
m
e
time
,
t
he
s
en
time
n
t
give
n
in
a
t
e
xt
s
houl
d
b
e
a
p
p
r
op
ri
at
e
fo
r
t
h
e
p
s
y
c
ho
lo
gy
o
f
l
e
a
r
n
e
rs
a
n
d
i
t
he
l
p
s
impr
ovi
ng
a
pos
i
tive
perso
n
a
l
i
t
y.
“S
elec
tin
g
so
m
e
r
e
a
din
g
t
e
x
t
s
t
ha
t
c
o
ns
is
t
of
f
a
n
ta
st
ic,
m
a
gica
l,
u
nrea
l
a
n
d
a
ttrac
t
i
n
g
e
lem
e
n
t
s
pr
even
ts
t
o
impro
v
e
t
h
i
n
k
i
ng,
c
ompr
ehe
n
di
n
g
,
a
n
al
yz
in
g,
s
e
a
rc
h
i
ng,
i
nve
sti
g
at
i
ng,
d
isc
over
i
n
g
,
co
oper
a
ti
ng,
p
ro
blem
-
so
l
v
i
ng,
a
nd
de
cid
i
ng ab
i
l
ities
for
l
e
arne
rs”
[15].
The
psyc
h
o
l
o
gy
has
a
l
so
a
s
ig
n
i
fica
nt
r
ole
o
n
i
m
p
r
o
vi
n
g
r
e
a
d
i
n
g
h
ab
i
t
s.
L
e
a
rne
r
s
w
ho
ha
ve
em
otio
na
l
pro
b
lem
s
c
a
n
not
b
e
m
o
t
i
va
t
e
d
w
h
i
l
e
r
eadi
n
g
a
tex
t
a
n
d
t
he
y
c
a
n
n
o
t
r
e
ach
t
he
d
e
s
ira
b
l
e
l
eve
l
f
or
re
ad
in
g
acti
v
iti
es.
In
t
h
e
s
tud
i
es
o
n
th
e
re
la
t
i
on
sh
i
p
b
et
we
en
r
ead
i
ng
ha
bi
t
s
a
n
d
l
e
a
rne
r
s’
p
syc
h
o
l
og
y
,
it
i
s
st
a
t
ed
t
ha
t
t
h
ere
is
a
r
e
l
at
ion
betw
e
e
n
t
hese
t
w
o
c
o
n
ce
pt
s
[16,
1
7].
H
o
w
e
ver,
i
t
is
n
ot
k
now
n
t
h
at
w
he
the
r
there
is
a
r
ela
t
i
ons
h
i
p
be
tw
e
e
n
rea
d
in
g
te
xts
c
onsis
ti
ng
of
d
i
f
fe
re
nt
s
e
n
t
i
m
e
nts
an
d
rea
d
i
n
g
com
p
re
h
e
n
s
ion
o
r
no
t. I
n orde
r to
answ
e
r
this
q
u
e
st
i
o
n,
it i
s
t
ho
ug
h
t
t
hat a
st
u
dy m
a
y be c
o
n
duc
te
d o
n
sear
chi
n
g t
h
e relat
i
ons
h
i
p
betw
ee
n sen
t
i
m
e
n
ts
g
iv
e
n
i
n a
re
adin
g tex
t
a
nd re
ad
in
g c
o
mpre
he
ns
io
n le
vel
o
f
lea
rner
s.
P
e
ople
d
o
n
o
t
h
a
v
e
t
h
e
sa
me
d
es
ire
for
r
ead
in
g
a
nd
t
h
e
y
c
ann
o
t
im
pr
ove
t
he
ir
r
eadi
n
g
sk
ills
i
n
t
h
e
sam
e
l
evel,
b
e
cause
t
her
e
a
r
e
i
nd
i
v
i
d
ua
l
and
e
n
viro
nme
n
ta
l
di
ff
ere
n
c
e
s
[2
2].
H
a
vi
ng
differe
nt
p
re
vi
o
u
s
kn
owle
d
g
e,
i
n
d
i
v
id
ua
l
d
i
f
f
er
ence
s,
i
n
t
ere
s
ts
a
nd
se
n
t
im
en
t
s
c
a
n
b
e
e
f
f
e
ct
i
v
e
whi
l
e
co
mp
re
h
e
n
d
in
g
a
re
ad
i
n
g
t
e
xt
.
It
i
s
a
ne
ce
ssit
y
t
h
a
t
t
h
e
f
act
o
r
s
af
fect
i
n
g
re
a
d
ing
co
mp
r
e
he
nsi
o
n
skill
s
sh
ou
ld
b
e
de
te
rmine
d
.
It
i
s
espec
i
al
ly
k
n
o
w
n
t
h
a
t
h
ow
l
ear
n
e
rs
c
ompr
ehen
d
a
te
x
t
v
i
a
s
e
n
tim
e
n
t
s
e
as
il
y
.
H
o
w
ever,
t
h
e
r
e
is
g
ap
o
n
t
h
e
rela
tio
ns
hip
b
e
tw
e
e
n
differ
e
n
t
se
n
tim
en
ts
a
nd
re
ad
in
g
c
o
mpr
e
hen
si
on
s
k
il
l
s
o
f
le
arne
rs;
i
f
t
h
e
re
i
s
a
rela
tio
ns
hip
be
tw
ee
n
the
m
,
w
h
ic
h
sen
t
im
ent
s
a
re
m
o
r
e
e
f
fe
cti
v
e
w
h
ile
r
e
a
di
n
g
a
nd
a
l
s
o
i
t
i
s
n
o
t
kn
ow
n
th
a
t
w
h
ic
h
ki
nd
of
f
ac
tors
c
a
n
a
ffec
t
t
h
i
s
r
e
la
ti
o
n
sh
i
p
.
F
o
r
t
h
is
r
e
ason,
t
he
e
x
a
m
i
na
ti
o
n
o
n
t
h
e
e
f
fec
t
s
of
d
i
ffe
ren
t
sen
time
n
ts
f
or
r
eadi
ng
c
o
m
p
re
hen
s
io
n
sh
ou
l
d
b
e
stu
d
ie
d
i
n
a
r
es
earch.
In
t
his
s
t
u
dy,
a
c
c
ord
i
n
g
l
y,
t
he
e
ffec
t
s
of
s
om
e
sen
t
im
ents
k
now
n
as
s
orrow
,
f
e
a
r
a
n
d
ha
p
p
i
ne
ss
a
re
a
i
m
e
d
to
b
e
de
term
ine
d
d
urin
g
the
rea
d
in
g
a
c
t
i
vit
i
es fo
r
t
he
4
th
g
rade
rs in pr
i
m
ar
y schoo
ls.
2.
RESEARCH
M
ETH
O
D
I
n
t
h
i
s
st
udy,
d
e
s
cri
p
t
i
ve
r
esear
ch
m
e
t
ho
d
w
a
s
used.
If
t
he
m
a
i
n
a
i
m
o
f
a
s
t
u
d
y
i
s
s
t
a
t
i
n
g
t
h
e
descr
i
pt
i
on
for
a
pro
b
lem
an
d
de
fin
i
n
g
t
he
s
t
u
d
y
i
n
t
h
e
c
u
rre
nt
p
osit
i
on
of
i
t,
d
escr
ipt
i
v
e
r
e
sea
r
ch
m
ode
l
is
se
e
n
a
s
a
su
it
ab
l
e
m
od
el
f
o
r
t
h
e
r
ese
a
r
c
h
.
Ac
c
o
rdi
n
g
to
K
aras
ar
[
18],
gen
e
r
a
l
descr
i
p
t
i
v
e
m
o
d
e
l
is
a
r
esea
rch
me
tho
d
i
n
w
h
i
c
h
t
h
e
r
e
is
a
uni
verse
c
o
nsi
s
t
i
ng
o
f
m
any
d
i
ffe
r
en
t
elem
ent
s
a
nd
in
o
r
d
er
t
o
gener
a
liz
e
th
e
resul
t
s, a
sm
a
ll
grou
p
o
f t
h
i
s
u
ni
verse
is exa
mined
dee
p
l
y
t
o
g
et i
n
f
orm
a
t
i
on a
b
o
u
t
the
w
h
o
l
e
uni
ve
rse.
2.1.
Un
i
v
erse
a
nd
S
a
m
pling
o
f
the S
t
u
d
y
Th
e
un
iv
e
r
se
o
f
t
h
e
st
udy
i
s
limi
t
e
d t
o
4
th
gra
de s
tude
n
t
s in prim
a
ry s
t
a
t
e
s
cho
o
l
s t
h
at
w
ere
r
a
nd
oml
y
selec
t
e
d
from
Mu
ğ
l
a.
T
he
s
a
m
ple
of
t
he
s
tu
dy
c
ons
i
s
te
d
of
r
and
o
m
l
y
se
le
cted
3
8
7
s
t
u
de
nt
s
in
t
he
4
th
g
r
a
d
e
i
n
20
1
6
-2
01
7 au
t
u
m
n
sem
ester
.
T
h
e
sa
m
ple
w
a
s 54%
(n
=
2
0
9
) fem
a
le
a
n
d 46
%
(n=1
7
8
) w
a
s m
a
le.
2.2.
Data
C
ol
l
e
ctio
n
Instrume
nt
s
As
f
o
r
d
a
t
a
col
l
ectio
n
in
st
rumen
t
s,
6
a
s
s
e
ssm
ent
instrum
e
nts
co
nd
u
c
t
e
d
a
s
a
chi
e
ve
me
n
t
t
est
we
re
use
d
f
or
t
he
a
i
m
o
f
de
term
in
ing
the
ef
fec
t
s
of
s
e
n
t
i
m
e
n
t
s,
s
orr
ow
,
fea
r
a
nd
h
a
p
p
i
nes
s
,
give
n
i
n
t
he
r
ea
din
g
t
e
xt
s
on
t
h
e
4
th
g
rade
rs’
rea
d
i
n
g
com
p
re
he
nsio
n sk
i
lls.
A
l
l
o
f
t
he
r
e
a
d
i
n
g
t
e
xt
s
t
h
at
w
e
r
e
u
s
e
d
i
n
th
e
stu
d
y
h
ad
2
8
5
wo
rd
s.
T
he
re
w
e
r
e
t
w
o
di
ffe
rent
r
ea
di
ng
t
e
x
t
s
f
o
r
e
a
c
h
on
e
o
f
t
h
e
s
e
n
t
i
m
e
n
t
s
.
F
o
r
t
h
e
i
t
e
m
s
p
r
e
p
a
r
e
d
f
o
r
the a
s
se
ssme
n
t
i
n
s
t
rum
e
nt
s,
3
expe
rts i
n
th
i
s
fie
l
d w
e
re
c
ons
ul
t
e
d.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ex
am
i
n
a
t
i
on
o
f
t
h
e 4th G
r
ad
ers’
Re
ad
in
g Com
p
re
h
e
n
s
ion Sk
i
l
l
s
in T
e
rm
s of
…
(Esra
Çe
ti
n)
31
9
I
n
o
rde
r
t
o
s
u
p
p
ly
r
e
lia
bi
li
ty
f
or
t
he
i
n
s
tr
u
m
e
n
t
s
,
there
w
a
s
a
p
il
ot
s
t
udy
c
o
ndu
c
t
ed
w
i
t
h
7
0
stu
d
e
nt
s.
A
f
ter
the
p
i
lo
t
st
u
dy,
ite
m
ana
l
ys
is
w
as
c
o
m
ple
t
e
d
v
ia
I
T
E
M
A
N
p
r
ogr
am
.
A
t
t
he
e
n
d
o
f
the
a
n
a
l
ysis,
the
i
t
ems
th
at
w
e
r
e
l
o
wer
l
e
v
e
l
fo
r
i
t
em
opt
i
o
n
s
w
e
r
e
re
v
i
e
w
e
d
a
nd
t
h
e
y
w
e
r
e
re
w
r
it
te
n
a
f
te
r
expe
rt
c
ons
ul
tat
i
on.
F
i
nal
l
y
,
rea
d
in
g
com
p
rehe
nsi
on
t
e
st
w
h
i
ch
h
a
d
1
3
i
t
em
s
w
a
s
com
p
le
te
d
.
A
s
a
r
e
sult
o
f
the
p
i
lo
t
s
t
u
d
y
,
the
relia
bi
l
ity
c
oe
ffic
ie
nt
o
f
the
tes
t
w
as
f
o
u
n
d
a
s
.
8
4;
d
i
f
fi
cul
t
y
i
n
d
e
x
w
a
s
fo
und
a
s
.
7
6
and
th
e
val
u
e
of
di
st
i
n
ct
i
v
ene
s
s
w
a
s
fou
nd
as
.
88
for
t
h
e
se
nt
im
ent
of
h
ap
p
i
ne
ss
c
at
eg
ory.
A
s
r
e
fe
rring
t
h
is
r
e
s
u
lt,
i
t
w
a
s
se
en
t
h
a
t
t
h
e
r
e
l
i
a
b
i
l
i
t
y
,
d
i
f
f
i
c
u
l
t
y
i
n
d
e
x
a
n
d
t
h
e
v
a
l
u
e
o
f
d
i
s
t
i
n
c
tive
n
ess
o
f
t
h
e
t
e
s
t
w
a
s
i
n
h
ig
h
le
ve
l.
A
s
f
o
r
t
h
e
sen
time
n
t
o
f
f
e
a
r
,
it
w
a
s
fou
n
d
t
ha
t
the
relia
bi
l
i
t
y
c
oe
ffic
ie
n
t
w
a
s
.
7
0
;
d
i
ffi
c
u
l
t
y
i
n
dex
w
a
s
.
53
and
t
h
e
val
u
e
of
d
i
s
t
i
nc
ti
ven
e
ss
w
as
.
7
2
.
Ac
cord
in
g
t
o
t
hi
s
r
e
sult,
t
he
r
e
l
i
a
b
ili
t
y
a
n
d
d
i
f
fic
u
lt
y
in
de
x
w
a
s
i
n
m
e
d
i
u
m
lev
e
l
and
t
h
e
va
l
u
e
of
d
ist
i
nc
t
i
ve
ne
ss
o
f
t
he
t
e
s
t
w
a
s
in
h
i
g
h
l
e
ve
l
for
fear
c
at
egory.
A
s
for
the
reading
tex
t
s
con
s
is
tin
g
of
s
orrow
,
t
he
r
el
i
a
bi
lit
y
c
o
effic
i
e
n
t
w
a
s
fo
u
n
d
as
.
7
7
;
d
ifficu
l
t
y
i
nde
x
w
a
s
fou
n
d
a
s
.6
3
an
d
t
h
e
val
u
e
of
d
is
tin
c
t
i
v
e
n
e
s
s
w
a
s
fo
u
nd
as
.
8
0
.
For
t
h
is
r
esu
l
t
,
it
w
a
s
se
e
n
t
ha
t
t
h
e
relia
b
i
lit
y,
d
i
f
f
i
c
u
l
t
y
in
de
x
an
d
the
va
lue
o
f
d
is
t
i
nc
ti
ve
ne
ss
o
f
tes
t
w
as
i
n
hig
h
l
e
v
e
l
f
or
t
he
se
n
tim
ent
of
s
orrow
.
A
t
the
e
n
d
o
f
t
he
i
te
m
ana
l
ys
is,
it
w
a
s
see
n
t
ha
t
e
a
c
h
one
o
f
th
e
it
em
s
ha
d
d
i
ffe
r
ent
s
t
re
ngt
hs
;
t
h
ere
f
ore
,
K
r-20
va
l
u
e
w
a
s
u
s
ed
t
o
ca
l
c
u
l
a
t
e t
h
e
rel
i
a
b
il
i
t
y
of t
he
t
es
t.
I
n
t
he
p
i
l
o
t
s
t
u
dy,
it
w
a
s
obse
r
v
e
d
tha
t
a
ll
of
t
he
s
tu
de
nt
s
c
o
u
l
d
com
p
le
te
t
he
t
e
s
t
i
n
4
0
m
i
nu
tes.
F
or
t
h
i
s
r
ea
son
,
i
n
t
h
e
ma
in
s
t
udy
,
t
h
e
d
u
r
a
t
ion
f
o
r
th
e
t
e
st
w
a
s
a
cc
ep
ted
as
40
mi
nu
tes.
T
he
m
ai
n
st
u
d
y
w
as
com
p
le
te
d i
n
108
sess
i
o
ns.
I
n
t
he
r
e
a
d
i
n
g
com
p
rehe
nsi
o
n
tes
t
,
8
item
s
w
e
r
e
use
d
f
or
s
up
er
f
i
c
i
a
l
comp
reh
e
n
s
i
on
a
n
d
5
of
t
h
e
m
w
e
r
e
use
d for
t
h
e in-
d
e
p
th c
o
m
prehe
n
s
i
o
n
.
A
s
for a sa
m
pl
e for s
u
p
erf
i
c
i
a
l
com
pre
h
e
n
s
i
o
n
,
the
q
u
esti
on
“
W
ho
is
t
he
p
ro
ta
go
n
i
st
o
f t
h
e
r
ead
i
ng
te
xt
?
”
w
as
u
se
d
for
su
pe
rfici
a
l
c
om
prehe
n
s
i
o
n
.
O
n
t
he
o
t
h
er
h
a
nd,
f
or
t
he
i
n-
dep
t
h
com
p
reh
e
ns
io
n,
t
he
q
ue
st
i
o
n
“
E
xp
la
in
a
n
eve
n
t
or
e
x
p
e
r
ie
n
c
e
t
ha
t
is
s
im
il
a
r
t
o
the
e
v
e
n
t
in
t
h
e
r
e
a
d
in
g
tex
t
.”
w
as
u
se
d for the
tes
t
.
2.3.
Da
ta
A
na
l
y
si
s
The
da
ta
c
ol
le
cte
d
v
ia
a
ch
ie
vem
e
nt
t
e
s
ts
a
nd
da
ta
c
o
l
lect
io
n
in
s
t
r
u
ments
w
a
s
analyzed
i
n
term
s
of
the a
i
m
of t
he
s
tud
y
.
The
data
a
na
l
y
sis w
a
s
com
p
le
te
d v
i
a
ITEMA
N
and S
P
S
S
20 progr
a
m
s.
A
t
t
he
be
g
inn
i
ng of t
he ana
l
y
si
s,
in or
der to deter
mi
ne t
he sta
t
i
s
tic
al tes
ts, firs
tly,
norm
a
l distri
b
u
t
i
on
val
u
e
o
f
t
he
d
a
t
a
w
a
s
ca
l
c
u
l
a
t
ed.
F
o
r
th
i
s
a
im
,
K
o
lm
ogor
o
v
-S
m
i
r
nov
tes
t
w
as
u
se
d.
B
ü
y
ü
k
ö
zt
ürk
[60]
s
ta
te
d
tha
t
i
f
t
h
e
n
u
m
b
er
o
f
p
a
rt
ic
ip
ant
s
w
as
h
i
g
he
r
t
h
a
n
5
0,
K
ol
mogor
ov-
S
m
i
r
no
v
te
st
(
K
-
S)
w
a
s
u
se
d
to
c
a
l
cu
la
te
the
n
o
rm
al
d
i
s
tri
b
u
tio
n
va
lue
of
t
he
t
es
t.
I
n
th
i
s
s
tu
d
y
,
si
n
c
e
t
he
n
um
ber
of
p
a
r
t
i
ci
pa
nt
s
w
a
s
hi
gher
t
h
an
5
0
(N
=38
7
),
t
h
i
s
t
e
st
w
a
s
u
se
d
for
norm
a
l
distr
i
b
u
tio
n
va
l
u
e.
A
s
f
or
t
he
n
or
m
a
lity
d
i
s
tri
b
u
t
i
on,
p> .0
5
va
lue
w
a
s
take
n
int
o
c
o
n
s
i
de
ra
ti
o
n
.
The a
n
al
ys
i
s
o
f the
tes
t
i
s
descr
i
be
d
in Ta
bl
e
1
.
Ta
b
l
e
1.
The
R
esu
l
ts o
f K
o
lm
ogor
o
v
-S
m
i
rno
v
Te
s
t
Ach
i
e
v
e
m
en
t
T
e
s
t
s
St
at
is
t
i
c
s
D
f
P
Se
nti
m
e
n
t
of
F
ea
r
1
.
0
6
1
387
.
001
S
e
ntim
ent
of
S
orrow
1
.
0
9
7
387
.
000
Se
ntim
ent
of
H
a
ppine
ss
1
.
1
4
1
387
.
000
Se
nti
m
e
n
t
of
F
ea
r
2
.
0
7
4
387
.
000
S
e
ntim
ent
of
S
orrow
2
.
0
6
2
387
.
000
Se
ntim
ent
of
H
a
ppine
ss
2
.
0
9
7
387
.
000
A
s
a
r
e
s
u
l
t
of
t
he
a
nal
y
s
i
s,
i
t
w
a
s
fo
un
d
t
h
a
t
t
h
e
t
es
t
did
n
o
t
h
a
v
e
n
o
rm
al
d
istri
b
u
t
ion
(
p
≤
.
00).
Fo
r
th
i
s
r
ea
s
on,
a
ri
thme
tic
m
ea
n,
s
ta
nda
rd
d
e
v
ia
tio
n
a
nd
perc
enta
ge
v
a
l
ues
w
e
re
u
se
d
for
the
ana
l
ysi
s
.
For
t
h
e
com
p
aris
on
o
f
tw
o
va
ria
b
les,
M
a
n
n
W
h
it
ne
y
U
tes
t
w
as
u
s
e
d
s
i
nc
e
t
here
w
as
n
ot
n
orm
a
l
d
i
str
i
b
u
t
i
on.
A
s
for
the
com
p
ar
iso
n
o
f
mor
e
v
a
r
iab
l
es,
K
r
uska
ll
Wa
l
lis
t
e
s
t
w
a
s
used
.
In
o
rde
r
t
o
dete
r
m
ine
t
h
e
side
s
of
t
h
e
com
p
aris
on
s,
M
a
n
n
W
h
i
t
ne
y-
U
tes
t
w
as
u
se
d.
F
or
t
he
a
im
o
f
a
n
al
y
z
i
n
g
w
h
e
t
h
e
r
t
h
e
r
e
w
a
s
a
m
e
a
n
i
n
g
f
u
l
di
ffe
re
nce
be
tw
e
e
n
t
w
o
score
s
w
hich
w
ere
go
t from
the si
m
i
la
r d
a
t
a
,
W
i
l
c
o
x
o
n
S
igne
d
Ra
nks Tes
t w
a
s used.
Eac
h
o
n
e
o
f
t
h
e
it
ems
i
n
t
h
e
a
ch
i
e
v
e
me
nt
t
est
was
v
a
lu
e
d
a
t
“10
”
po
i
n
ts.
The
hig
h
est
s
c
ore
of
t
he
tes
t
cou
l
d
be
“
1
3
0
”
p
o
i
n
t
s
a
n
d
the
l
ow
es
t on
e
coul
d be
“
0”
po
i
n
t.
Th
e
sco
r
e
s
o
f
th
e
a
c
hi
e
v
ement
t
e
st
w
e
r
e
ra
nk
e
d
a
s:
1
)
Ind
e
p
e
nd
e
n
t
R
e
a
d
e
r
l
e
v
e
l:
9
0
-
1
00%;
11
7
-
130
po
int
s
;
2)
I
nstruc
ti
ona
l
Rea
d
e
r
L
e
v
el
:
7
0
-89
%;
9
1-1
16
p
o
i
n
t
s;
3)
F
rustrat
i
onal
R
eade
r
Level:
0
-69
%;
0
-
90
po
int
s
[6
1
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
31
7
–
330
32
0
3.
RESULT
S
A
N
D
DISCU
SSIO
N
3.1.
Find
ings for the
F
irst S
u
b
-
P
roblem
A
s
f
or
t
he
f
irst
r
e
s
e
a
rc
h
quest
i
o
n
“
W
ha
t
is
t
he
g
e
n
er
al
p
os
i
t
i
o
n
for
re
adi
n
g
com
p
rehe
nsi
on
s
k
i
lls
o
f
the
4
th
g
rade
rs
i
n
pr
i
m
ar
y
sc
ho
o
l
s
?
”
the
re
adi
ng
c
o
m
p
r
e
h
e
ns
io
n
t
e
st
w
a
s
use
d
f
or
t
he
4
th
g
r
a
d
e
r
s
a
n
d
t
h
e
curr
ent
pos
i
t
i
o
n
o
f
t
h
em
w
a
s
d
e
t
e
r
m
i
ne
d
vi
a
th
i
s
t
es
t.
I
n
Tab
l
e
2
,
t
h
e
rea
d
in
g
com
p
re
he
n
s
i
o
n
ski
lls
o
f
th
e
stude
n
t
s
w
e
re
a
nal
y
ze
d
in
t
erm
s
of
inde
pe
n
d
en
t,
ins
t
r
uc
t
i
o
n
a
l
a
nd
f
rus
t
ration
al
l
e
v
el
.
T
a
b
l
e 2.
D
e
s
cri
p
t
i
ve
A
na
lys
i
s of
R
e
a
d
in
g C
o
mpr
e
hens
io
n S
k
il
ls f
or
t
he S
tude
n
t
s
Re
a
d
ing C
o
m
p
re
h
e
nsion
N
%
Ss
Frustra
t
iona
l
Le
ve
l
301
77.
8
80
.
8
3
1
3
Inst
ruc
tiona
l Le
v
e
l
8
6
22.
2
I
nde
pe
nde
nt
L
e
v
e
l
0
0
In
T
abl
e
2
,
i
t
w
as
s
e
e
n
t
h
a
t
t
h
e
g
en
era
l
s
co
re
o
f
th
e
p
a
r
t
i
c
i
p
a
nts
w
a
s
8
0
.83.
ı
n
th
i
s
s
ense,
it
w
a
s
f
oun
d
t
h
at
s
tude
n
t
s
c
oul
d
comp
re
h
e
nd
a
r
e
a
d
ing
te
xt
i
n
62
%
.
A
c
cordi
n
g
t
o
t
h
e
d
a
t
a,
s
ince
t
he
p
e
r
ce
n
t
a
g
e
o
f
the r
ead
in
g c
o
mpr
e
hens
io
n le
ve
l
w
a
s
l
o
w
e
r tha
n
7
0%,
it w
a
s
seen
a
s
f
r
u
s
t
r
a
t
i
on
a
l
l
e
v
el
.
Whe
n
t
he
r
es
ul
ts
w
ere
anal
yze
d
f
or
s
i
x
d
i
f
fere
nt
r
ead
i
ng
t
e
x
t
s,
it
w
a
s
se
en
t
ha
t
the
i
r
rea
d
i
n
g
com
p
rehe
nsio
n
leve
l
w
a
s
i
n
f
r
u
s
t
ra
ti
ona
l
leve
l.
8
6
(22.
2
%
)
of
t
h
e
p
ar
t
i
ci
pa
nts
’
(
N
=
38
7)
r
e
a
d
i
n
g
com
p
rehe
nsio
n
skil
ls
w
ere
fou
nd
a
s
i
nst
r
uct
i
ona
l
leve
l
and
3
0
1
(77
.
8%)
of
t
hem
w
e
r
e
f
oun
d
as
i
n
frus
tra
t
i
o
nal
le
vel.
I
t
w
a
s
s
t
at
ed
t
ha
t
stu
d
e
n
t
s
c
o
u
l
d
n
o
t
c
o
m
p
re
hen
d
a
r
e
a
d
in
g
te
xt
i
n
d
e
p
en
de
nt
l
y
.
Th
i
s
r
e
s
u
l
t
show
e
d
t
ha
t
stude
nts
h
a
d pro
b
lem
o
n
r
e
a
d
i
ng
com
p
rehe
nsion.
Th
is
r
esu
lt
s
u
g
g
es
ts
t
ha
t
t
h
e
stu
d
e
n
t
s
h
a
v
e
s
o
me
p
rob
l
e
m
s
on
re
a
d
ing
c
o
m
p
rehe
ns
i
o
n.
T
he
r
easo
n
o
f
t
h
i
s
r
esul
t
c
oul
d
b
e
a
bo
u
t
t
he
p
robl
e
m
s
of
s
tud
e
nt
s
on
r
e
a
d
ing
f
l
u
e
n
t
l
y
a
n
d
b
a
s
i
c
r
e
a
d
i
n
g
s
k
i
l
l
s
.
I
t
i
s
n
o
t
e
x
p
ect
ed
t
h
a
t
i
f
a
s
tud
e
nt
c
an
not
r
ea
d
co
rre
c
t
l
y
,
s
/h
e
can
b
e
s
uc
cess
f
u
l
i
n
rea
d
i
n
g
c
o
m
p
re
hens
io
n
.
I
n
t
h
e
prev
io
us
s
tu
d
i
e
s
,
it
w
a
s
sta
t
e
d
t
hat
the
s
t
ud
ent
s
w
ho
have
b
ee
n
i
n
fru
s
tr
a
t
i
o
nal
le
ve
l
d
u
ri
ng
rea
d
i
n
g
process
have
a
lso
be
en
i
n fr
u
s
tra
tio
na
l le
vel
in
r
ea
d
i
ng
c
om
prehe
n
sio
n
sk
i
l
l
s
[1
9
,
20,
21, 2
2].
F
o
r
th
is
r
easo
n
,
i
n
o
r
d
e
r
to
i
n
in
de
pen
d
e
nt
l
e
v
e
l
d
uri
n
g
r
ead
in
g
c
o
mpr
e
he
nsi
o
n
pr
o
c
ess,
t
he
s
t
ude
nt
s
sh
oul
d
b
e
i
n
i
n
depe
n
d
e
n
t
leve
l
w
h
i
l
e
re
ad
in
g
acti
v
i
t
ie
s.
T
ha
nks
t
o
i
n
depe
n
d
e
n
t
rea
d
i
ng
c
o
mpre
h
e
n
si
o
n
s
kil
l
s,
t
he
a
ca
d
e
m
i
c
ac
hi
e
v
em
ent
o
f
t
h
e
st
ud
en
t
s
can
d
ev
elo
p
e
a
si
ly
.
Rea
d
i
n
g Com
p
rehe
nsi
o
n L
evel
of t
h
e
Stu
d
e
n
t
s
in
t
e
rms o
f
Ge
nd
e
r
The
fre
q
ue
nc
y
and
per
cen
ta
ge
s
c
o
res
t
h
at
w
er
e
re
l
a
ted
t
o
r
eadi
n
g
c
o
m
p
rehe
nsi
o
n
leve
l
of
t
he
stude
n
t
s
are
expla
i
ne
d i
n
Tab
l
e
3 in
t
e
rm
s
of
g
en
der
di
ffe
ren
c
e
s.
Tab
l
o 3.
Rea
ding
Com
p
rehe
n
s
i
on
Leve
ls a
n
d
D
e
s
c
r
ipti
ve
A
nal
y
s
i
s
of
t
he
S
t
ude
n
t
s
for G
e
nder
D
i
ffe
r
en
c
e
s
G
e
nd
e
r
R
e
a
d
ing
Le
v
e
l
N
%
Ss
Fe
mal
e
F
r
u
s
tr
a
tiona
l
L
.
149
71.
3
83.
6
13.
3
I
n
st
r
u
c
tiona
l
L.
6
0
28.
7
Inde
pe
nde
nt
L
.
0
Ma
le
F
r
u
s
tr
a
tiona
l
L
.
152
85.
4
77.
5
12.
2
I
n
st
r
u
c
tiona
l
L.
2
6
14.
6
Inde
pe
nde
nt
L
.
0
Whe
n
T
a
b
le
3
w
as
a
nal
y
z
e
d
,
it
w
a
s
obse
r
ve
d
t
h
at
f
em
ale
pa
rt
ic
i
p
an
ts
h
ad
h
i
g
her
rea
d
i
n
g
com
p
rehe
nsio
n
skil
ls
(
X
=
83.6)
t
ha
n
ma
l
e
p
a
r
t
i
c
ipa
n
ts
(
X
=
77.5)
.
When
t
he
r
eadi
n
g
com
p
rehe
ns
io
n
sk
i
l
l
s
w
e
r
e
ana
l
yz
e
d
,
i
t
w
as
s
e
e
n
t
h
at
6
0
of
2
09
fem
a
le
p
a
r
tic
ipa
n
ts
(
2
8
.
7
%
)
w
ere
in
i
nstr
uc
ti
ona
l
l
e
vel
an
d
14
9
o
f
t
he
m
(71.3%
)
w
e
re
i
n
frus
t
r
a
t
i
ona
l
leve
l.
A
s
for
m
a
le
p
ar
t
i
c
i
pan
t
s
,
152
of
t
h
e
m
(85.4
%
)
w
e
re
i
n
fr
u
s
tra
t
i
ona
l
leve
l
and
26
o
f
t
he
m
(14.6)
w
e
r
e
i
n
instruc
tio
na
l
l
e
vel.
I
n
t
he
i
nte
r
na
t
i
ona
l
e
x
am
s
fo
r
re
adin
g
c
o
mpre
he
nsi
o
n,
it
w
a
s
st
a
t
e
d
t
ha
t
the
fem
a
le
s
t
ude
n
t
s
ha
ve
had
hi
g
h
er
s
co
re
s
t
h
a
n
t
he
m
a
l
e
stu
d
en
ts
i
n
r
eadi
ng
c
o
m
p
re
h
e
n
s
i
o
n
s
k
ills
[
2
3
,
24]
.
In
t
h
e
p
re
vio
u
s
stu
d
ie
s,
i
t
w
a
s
see
n
t
ha
t
t
h
e
fe
ma
le
s
tu
d
e
nt
s
cou
l
d
use
bo
th
o
f
the
bra
i
n
h
e
m
is
phere
s
duri
ng
a
re
ad
i
ng
ac
ti
v
ity
a
n
d
the
y
cou
l
d
hea
v
il
y
use
t
h
eir
r
i
gh
t
he
mis
p
here
;
how
e
v
er
t
he
m
a
l
e
st
u
d
e
n
t
s
c
o
u
l
d
a
cti
v
at
e
th
ei
r
l
e
f
t
h
e
m
i
s
p
h
e
re
dur
in
g
a
r
ead
i
ng
ac
ti
vi
t
y
[
2
5
,
26,
2
7].
Whi
l
e
left
h
em
is
ph
ere
u
se
s
t
h
e
n
u
m
e
r
ica
l
c
o
d
es
i
n
a
r
eadi
n
g
proc
ess,
rig
h
t
he
mis
phe
re
u
se
s
som
e
v
i
s
ua
l
c
o
de
s
[28
,
29]
.
F
o
r
this
r
eas
o
n
,
if
b
o
t
h
of
t
he
h
em
isp
h
e
res
are
use
d
d
ur
in
g
a
rea
d
i
n
g
acti
v
ity,
the
rea
d
in
g
com
p
rehe
nsio
n c
a
n
be su
p
p
o
r
ted.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ex
am
i
n
a
t
i
on
o
f
t
h
e 4th G
r
ad
ers’
Re
ad
in
g Com
p
re
h
e
n
s
ion Sk
i
l
l
s
in T
e
rm
s of
…
(Esra
Çe
ti
n)
32
1
I
n
l
i
t
era
t
ur
e,
a
c
c
ord
i
n
g
l
y,
t
he
re
h
a
v
e
be
en
a
num
ber
o
f
s
tud
i
es
on
ind
i
c
a
t
i
n
g
tha
t
f
em
ale
s
t
u
d
e
n
t
s
have
b
e
e
n
m
or
e
suc
ces
sful
t
h
a
n
m
a
le
s
t
ude
n
t
s
i
n
t
erm
s
o
f
r
e
adi
n
g
c
o
m
p
rehe
n
s
i
o
n
s
k
il
ls
[
1
3
][
30
-
3
4].
S
i
d
e
k
l
i
[
2
1
]
s
ugg
e
s
t
e
d
t
h
at
t
h
e
r
e
a
s
on
o
f
i
t
c
oul
d
ab
out
f
emal
e
st
u
d
e
nt
s’
r
espo
n
s
ibi
l
ities
;
m
ale
st
ude
n
t
s’
m
uch
m
o
r
e
ou
tdo
o
r
ac
t
i
v
i
ti
e
s
;
ha
v
i
ng
muc
h
m
ore
ind
o
o
r
ac
ti
vi
tie
s
b
y
f
e
m
a
l
e
st
ud
en
ts,
h
a
v
i
ng
r
e
s
pon
si
bil
i
t
i
e
s
f
o
r
stud
y
i
n
g
less
o
ns a
n
d
m
uch more
re
a
din
g
by
fem
a
le
s
t
u
de
nt
s.
T
h
e
Read
in
g C
o
m
p
re
he
n
s
i
o
n L
e
v
e
l of th
e
St
ud
e
n
t
s
in
term
s
of Su
pe
rf
ici
a
l an
d I
n
-dep
t
h
C
o
m
p
re
he
nsi
o
n Ski
l
ls
S
uperfi
c
i
a
l
c
o
m
pre
h
ens
i
o
n
i
t
e
m
s
w
e
r
e
gene
rall
y
b
a
sed
o
n
t
he
e
a
s
i
l
y-a
n
sw
ere
d
que
st
i
o
n
s
a
n
d
a
c
tio
ns
or
i
n
f
orm
a
tio
n
state
d
d
ire
c
t
l
y
i
n
t
he
t
e
x
t
.
I
n-de
pth
c
o
m
p
re
hens
i
o
n
item
s
w
e
r
e
ba
se
d
on
t
h
e
q
u
e
s
ti
o
n
s
t
h
a
t
wer
e
not
e
as
i
l
y
answe
r
ed
a
n
d
n
ee
de
d
t
o
g
e
t
a
l
o
g
i
cal
u
nders
tan
d
in
g
f
o
r
the
t
e
x
t
.
The
l
e
ve
l
of
s
tu
de
n
t
s
for
the
sup
e
rfi
c
i
a
l
a
nd
i
n-
de
pt
h com
p
re
hens
i
o
n
sk
ill
s is w
ritte
n in
T
ab
le 4.
Ta
b
l
e
4.
The
R
e
a
di
n
g
C
ompr
ehen
si
o
n
Le
v
e
l
of
the
S
t
u
d
e
n
t
s
i
n
ter
m
s
of
Supe
rfic
ia
l
an
d In-
d
ep
th
C
o
mpre
hen
s
i
on
Skil
ls
a
n
d
D
escrip
ti
ve A
na
ly
sis
Item
s
le
v
e
l
C
o
m
p
r
e
he
nsi
on leve
l
N
%
Ss
S
u
pe
rf
ic
i
a
l
c
o
m
p
r
e
h
e
nsi
on
Frustra
tiona
l
L
.
9
2
23.
8
7.
58
1.
10
Inst
r
u
c
tiona
l L
.
259
66.
9
Inde
pe
nde
nt
L
.
3
6
9.
3
In
-
d
e
p
th
c
o
m
p
r
e
h
e
nsi
on
Frustra
tiona
l
L
.
384
99.
2
4.
03
1.
16
Inst
r
u
c
tiona
l L
.
3
.
8
Inde
pe
nde
nt
L
.
0
I
n
t
able
4
,
it
w
as
f
oun
d
tha
t
t
he
s
cor
e
o
f
super
f
ic
ia
l
c
o
mp
r
e
he
nsi
o
n
(
X
=
7
.58)
w
as
h
igh
e
r
t
h
a
n
t
he
score
of
i
n-d
e
pt
h
com
p
re
he
ns
i
o
n
sk
i
lls
(
X
=
4
.03).
as
f
o
r
i
n-de
p
t
h
c
o
m
p
rehe
nsi
o
n,
i
t
w
a
s
obse
r
ve
d
t
h
at
stude
n
t
s
w
e
re
g
e
n
era
l
l
y
i
n
frus
trati
o
nal
lev
e
l.
I
n
s
u
pe
rfic
i
a
l
c
o
mpre
he
ns
i
o
n
sk
i
l
l
s,
3
6
of
3
87
s
tu
de
nts
(9.
3
%)
w
e
r
e
i
n
i
nde
pe
nde
n
t
l
e
v
e
l;
2
5
9
o
f
t
h
em
(
66.
9%)
w
e
re
i
n
i
n
st
r
u
c
t
io
na
l
l
e
v
e
l
an
d
92
of
t
h
e
m
(23.
8%)
we
re
i
n
frus
tra
t
i
o
nal
le
vel.
A
c
c
ord
i
n
g
t
o
t
h
i
s
r
e
s
ul
t,
it
w
a
s
sta
t
e
d
t
h
at
s
tude
nt
s
had
prob
lem
s
on
a
n
sw
er
i
n
g
t
h
e
que
st
ions
b
a
s
e
d
o
n
the
su
p
e
r
f
ic
ia
l
c
o
m
p
re
h
e
ns
ion
s
k
ill.
E
v
e
n
if
t
he
i
te
m
s
i
n
t
h
i
s
c
a
t
e
gor
y
w
e
r
e
b
a
s
ed
t
he
ac
t
i
o
n
s
d
i
r
e
c
t
l
y
g
ive
n
i
n
th
e
t
e
x
t
,
the
s
t
ude
n
t
s
ha
d
pr
oble
m
s
o
n
an
sw
e
r
ing
the
m
.
For
the
in-
d
e
p
th
com
p
rehe
nsio
n
sk
il
ls,
38
4
of
t
he
s
tu
de
nts
(9
9.
2
%
)
w
e
re
i
n
frus
t
r
a
t
i
o
n
a
l
l
e
v
e
l
a
n
d
3
o
f
t
h
e
m
(
.
8
%
)
w
e
r
e
i
n
in
struc
tio
na
l
le
ve
l
.
T
his
r
e
s
u
lt
in
d
i
cat
ed
t
hat
st
ude
n
t
s
ha
d
p
r
ob
lem
on
in-
d
e
p
t
h
r
ea
di
ng
c
o
m
p
re
he
nsio
n
sk
il
l
s
and
the
y
cou
l
d
no
t
e
asi
l
y
a
ns
w
e
r the
quest
io
n
i
n
t
his
cate
g
o
r
y
.
I
n
t
he
s
t
u
d
y
by
S
i
de
kli,
i
t
w
a
s
see
n
t
hat the
s
t
u
d
e
n
t
s
h
a
d
p
rob
lem
s
o
n
re
ad
in
g
c
o
m
p
re
he
n
s
ion dee
p
l
y
a
n
d
th
ey
c
oul
d
n
o
t
con
n
e
c
t
t
h
e
r
ea
di
ng
t
e
x
t
a
n
d
t
h
e
i
r
e
xperi
e
n
c
e
s
,
so
t
h
e
y
co
u
l
d
n
o
t
c
om
prehe
nd
a
r
e
a
d
in
g
t
e
xt
e
as
ily
;
al
so
t
h
e
y
c
oul
d
no
t
c
onn
e
c
t
t
h
e
p
r
e
v
i
o
u
s
r
ead
in
g
d
uri
n
g
i
n
-
d
ept
h
r
ea
din
g
.
It
w
a
s
a
ls
o
c
o
n
c
lu
de
d
tha
t
t
he
s
t
u
den
t
s
h
a
d
pro
b
lem
s
w
hile
a
nsw
e
rin
g
t
he
q
ues
t
i
o
ns
a
b
out
t
h
e
i
n-d
e
pt
h
re
a
d
in
g
c
o
mp
re
h
e
n
s
ion
and
it
w
as see
n tha
t
ei
t
h
er the
y c
o
uld n
o
t
answ
e
r
a
ques
t
i
o
n cor
r
ec
t
l
y or t
hey c
o
u
l
d a
n
sw
er
i
t
in
s
u
ff
ic
i
e
n
t
ly
[
3
5
]
.
I
t
is
t
h
o
u
g
h
t
t
h
at
i
f
the
te
xt
s
a
r
e
rea
d
i
n
t
e
r
te
xt
ua
lly,
i
t
can
b
e
h
e
l
p
f
ul
f
or
bot
h
rea
d
i
n
g
c
o
mpr
e
hen
s
i
o
n
a
n
d
succe
e
d
i
n
g
the
ste
p
s
o
f
c
om
p
r
e
h
e
n
s
i
o
n
n
am
ely
k
now
led
g
e
,
c
ompr
eh
ens
i
on,
p
ra
c
tice
a
n
d
e
v
a
l
ua
tio
n
[3
6,
3
7]
.
Tha
t
is,
i
t
ca
n be
t
ho
ug
h
t
th
a
t
i
n
ter
t
e
x
tua
l
ly
r
ea
ding
can
s
u
p
p
o
r
t
in
-d
ep
th
re
a
d
in
g
co
mp
reh
e
nsion
sk
il
l
s
.
3.2.
Find
ing
s
fo
r
the Seco
nd
Su
b
-
Pro
b
lem
I
n
o
r
d
er
t
o
a
n
sw
er
t
he
s
ec
ond
r
e
sea
r
ch
que
st
ion
“
W
h
a
t
i
s
t
he
g
e
n
e
r
a
l
po
si
t
i
o
n
f
or
r
ea
din
g
com
p
rehe
nsio
n
sk
i
l
ls
o
f
the
4
th
g
r
a
d
e
r
s
i
n
p
r
i
m
a
r
y
s
c
h
o
o
l
s
i
n
t
e
r
m
s
o
f
t
h
e
s
e
n
t
i
m
e
n
t
s
g
i
v
e
n
i
n
r
ea
din
g
t
ext
s
?
”
The
rea
d
ing
c
o
m
p
rehe
nsio
n
skil
ls
o
f
t
h
e
s
t
ude
n
t
s
o
n
t
he
a
rea
of
h
a
p
p
i
n
e
ss,
s
orrow
and
fea
r
w
as
a
nalyze
d.
The
resul
t
s
o
f
t
hi
s a
n
al
ysis a
re
p
re
se
nt
e
d
in T
a
ble 5.
Tab
l
e
5
.
The
De
s
crip
tive
A
n
a
l
ys
is of
the
Rea
d
in
g
Com
p
reh
e
nsio
n
S
k
i
l
ls o
n
F
e
ar,
H
a
ppin
e
ss
a
nd S
o
rrow
Te
xt
s
R
ea
ding C
o
m
p
re
h
e
nsion
Skil
ls
N
%
Ss
Te
xts c
onsisting
of
F
ear
F
r
ust
r
a
tiona
l
L.
319
82.
4
76.46
15.
53
Inst
ruc
t
iona
l L
.
6
8
17.
6
Ind
e
pe
nde
nt
L
.
0
Te
xts c
onsisting
of
So
r
r
o
w
F
r
ust
r
a
tiona
l
L.
332
85.
8
74.02
15.
57
Inst
ruc
t
iona
l L
.
5
5
14.
2
Ind
e
pe
nde
nt
L
.
0
Te
xts c
onsisting
of
H
a
p
p
i
n
e
ss
F
r
ust
r
a
tiona
l
L.
150
38.
8
92.00
15.
23
Inst
ruc
t
iona
l L
.
233
60.
2
Ind
e
pe
nde
nt
L
.
4
1
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
31
7
–
330
32
2
I
n
T
a
b
l
e
5
,
i
t
i
s
se
en
t
ha
t
t
h
e
m
ean
s
cor
e
o
f
t
h
e
4
th
g
rad
e
rs
o
n
th
e
t
e
xt
s
con
s
i
s
tin
g
of
f
e
a
r
w
a
s
7
6
.
46
,
on
the
te
x
t
s
co
ns
ist
i
ng
of
s
or
row
w
a
s
74.0
2
a
nd
o
n
t
he
t
ex
t
s
c
o
nsi
s
ti
ng
o
f
h
a
ppi
n
e
ss
w
as
9
2
.
00
.
Th
e
st
ud
ent
s
w
e
r
e
m
ostly
s
ucce
ssfu
l
w
h
i
l
e
r
eadi
ng
the
t
e
xt
s
c
o
nsis
tin
g
of
h
a
pp
ine
ss
and
t
h
ey
w
e
r
e
un
succe
s
s
f
u
l
for
t
h
e
tex
t
s
on
sor
r
o
w
.
When
t
he
t
ext
s
w
er
e
ana
l
yzed,
it
wa
s
st
a
t
e
d
t
h
a
t
t
he
s
tude
nts
w
e
re
i
n
fr
ustr
a
tio
na
l
l
e
ve
l
for
the te
x
t
s c
o
ns
i
s
ti
ng
of
s
or
row
a
nd fe
ar
a
nd
th
e
y
w
e
r
e
i
n
i
nst
r
u
c
tio
na
l
l
e
ve
l for the
te
x
t
s
o
n
happ
i
n
ess.
Whe
n
t
he
r
e
a
d
i
ng
c
o
mpr
e
he
ns
io
n
le
ve
l
of the
4
th
g
ra
ders
w
a
s
a
nal
y
z
e
d
,
it
w
as
c
onc
lu
de
d
tha
t
319
o
f
38
7
st
ude
n
t
s
(82.4
%
)
w
e
re
i
n
fr
u
s
tra
t
io
na
l
leve
l
for
the
te
xt
s
co
ns
isti
n
g
o
f
fea
r
a
n
d
68
of
t
he
m
(17.
6
%
)
w
e
r
e
in
i
nstruc
tio
na
l
l
e
v
e
l
for
the
sa
me
t
ex
ts.
A
s
f
or
t
he
t
e
x
ts
c
on
s
i
st
in
g
of
s
o
rrow
,
332
of
t
he
s
tu
de
nt
s
(8
5.
8%)
w
e
r
e
i
n
frus
tra
t
i
o
nal
le
vel
a
nd
5
5
o
f
t
h
e
m
(
14.2%)
w
e
re
i
n
i
n
s
t
ruct
io
na
l
le
ve
l.
T
h
e
m
o
s
t
pro
b
l
e
m
a
ti
c
sen
time
n
t
for
t
h
e
st
ude
n
t
s
w
a
s
dete
rmine
d
a
s
sor
r
ow
a
t
th
e
end
o
f
t
he
a
nal
y
s
i
s.
F
or
t
he
t
ex
ts
c
o
n
s
i
st
i
ng
o
f
hap
p
i
ne
ss,
i
t
w
a
s
fou
n
d
t
ha
t
1
5
0
of
t
he
s
t
ude
nt
s
(3
8.8%)
w
e
re
i
n
fr
u
s
tra
t
i
ona
l
le
ve
l
a
n
d
23
3
of
t
he
m
(6
0.
2%)
w
e
r
e
i
n
ins
t
r
u
c
tio
na
l
le
vel
a
n
d
4
o
f
t
he
m
(
1
%)
w
e
r
e
i
n
i
nd
epe
n
d
e
n
t
le
vel.
A
t
t
h
e
e
nd
of
t
he
a
na
lys
i
s,
i
t
w
a
s
seen
t
hat t
h
e
o
n
l
y
g
ro
u
p
cons
is
tin
g
of st
u
de
nt
s in i
n
d
epe
n
d
e
nt
le
ve
l w
a
s the
t
e
x
t
s
o
n
ha
p
pi
ness.
I
n
g
e
n
e
r
al,
the
succe
ss
leve
l
of
t
he
s
tu
de
n
t
s
w
a
s
state
d
i
n
ord
e
r
a
s
ha
ppi
ne
ss,
fear
a
n
d
s
orrow
for
rea
d
i
n
g
c
o
mpre
hen
s
i
on
on
s
e
nt
i
m
en
ts
g
ive
n
i
n
rea
d
ing
te
xt
s.
T
he
r
e
a
s
o
n
o
f
t
h
a
t
r
e
s
u
l
t
c
o
u
l
d
b
e
a
b
o
u
t
t
h
e
defi
ni
t
i
o
n
o
n
r
e
a
d
in
g
c
o
m
p
re
hen
s
io
n.
R
e
a
d
i
ng
c
o
mpre
hen
s
i
o
n
d
i
re
c
t
s
t
h
e
d
e
t
e
rmi
n
a
t
i
o
n
o
f
t
e
c
hni
qu
es
a
nd
st
r
a
te
gie
s
f
or
r
ea
ding
c
o
m
p
rehe
n
s
i
o
n
a
s
u
si
ng
of
t
he
p
r
e
vi
ous
k
n
o
w
l
edge.
I
n
t
h
is
s
ense
,
the
r
e
i
s
a
rela
tio
ns
hip
be
tw
een
r
ea
di
n
g
com
p
rehe
nsio
n
a
n
d
t
h
e
pr
evi
o
us
k
n
o
w
l
e
d
g
e
[
3
8
,
3
9
]
.
T
h
e
s
e
n
t
i
m
e
n
t
s
i
n
t
h
e
prev
io
us
k
n
o
wl
e
d
ge
o
f
t
h
e
s
t
ude
n
t
s
ca
n
als
o
b
e
e
f
fec
t
iv
e
for
r
e
ad
i
n
g
c
o
m
p
rehe
nsio
n.
F
or
t
h
i
s
re
aso
n
,
t
h
e
sen
time
n
ts mo
s
t
l
y
fe
lt by re
a
d
er
s ca
n incre
a
s
e the
pr
ev
i
o
u
s
kn
o
w
l
e
d
ge f
or th
i
s se
n
tim
en
t. I
f a se
ntim
en
t gi
ve
n
in a
r
ea
di
n
g
t
e
x
t i
s
m
ost
l
y
fe
l
t
by r
eade
r
in
h
i
s
/
her
pre
v
io
us
lif
e, it can
develop re
ading comprehension.
S
o
me
o
f
t
h
e
c
o
mm
onl
y
fe
lt
s
en
time
n
t
s
a
re
e
nv
y,
f
ur
io
usn
e
ss,
h
ap
pi
n
e
ss,
f
ea
r,
s
o
rro
w
an
d
pl
e
a
s
u
r
e.
H
a
pp
ine
ss
a
n
d
fe
ar
h
a
v
e
a
m
a
jor
r
o
l
e
f
or
c
hil
d
re
n
a
nd
th
e
m
o
stl
y
s
e
e
n
s
ent
i
me
nt
i
s
hap
p
i
n
ess
f
o
r
ch
ild
r
e
n
[2
7,
4
0].
The
s
u
cce
ss
of
t
he
r
eadi
n
g
c
o
m
p
rehe
nsi
o
n
o
n
t
he
t
ex
ts
c
on
si
s
t
ing
of
h
a
ppi
n
e
ss
ca
n
be
a
ri
se
n
by
t
he
prev
io
us k
now
led
g
e
o
f
t
he
c
h
i
l
d
re
n o
n
ha
ppi
ne
ss.
H
u
m
a
n-
bei
n
gs
r
evise
t
h
e
i
r
p
hysic
a
l
a
n
d
e
moti
o
n
al
e
xpe
rience
s
be
for
e
e
ach
one
o
f
the
i
r
ac
tio
ns.
The
y
a
lso
d
i
s
c
uss
t
h
e
me
an
in
g
of
a
n
ac
ti
on
a
s
r
e
fe
rrin
g
t
he
ir
o
w
n
e
xper
i
enc
e
s.
S
e
n
tim
en
ts
s
te
p
in
t
h
i
s
pos
it
io
n
a
n
d
th
e
y
c
a
t
e
g
orize
the
e
xpe
r
i
ence
s.
A
ft
e
r
t
hat,
t
he
m
enta
l
a
b
i
l
i
tie
s
s
t
e
p
i
n
for
deci
si
o
n
a
nd
i
t
he
lp
t
h
e
ev
alu
a
tio
n
.
I
n
oth
e
r
wo
rd
s,
t
h
e
m
ent
a
l
anal
ysi
s
o
f
sent
imen
t
s
is c
o
m
p
l
e
ted
via
t
h
in
ki
ng. In thi
s
case
,
it ca
n
be
s
ai
d
tha
t
s
e
n
t
i
m
e
n
t
s
cre
a
t
e
a
“
m
eanin
g
poo
l”
f
or
r
e
a
de
rs
on
w
h
e
t
her
som
e
th
in
g
is
c
on
f
i
de
n
t
o
r
n
o
t
a
n
d
in
t
e
l
l
i
g
e
n
ce
p
u
t
s
t
h
e i
d
eas on th
is
f
ie
l
d
in a me
ntal proc
e
ss
.
A
c
c
o
rdin
gly,
it
c
a
n
b
e
th
o
u
g
h
t tha
t
s
e
n
tim
e
n
t
s
a
r
e
in
put tha
t
a
r
e
com
i
ng bef
o
re
a
nal
y
s
i
s
[4
1]
.
Duri
ng
re
ad
i
n
g,
r
ea
ders
r
evie
w
the
i
r
pre
v
i
o
us
k
n
o
w
l
e
d
ge
a
nd
t
he
y
t
r
y
to
m
ak
e
a
c
o
nn
e
c
t
i
on
b
etwee
n
t
h
e
c
o
n
t
e
x
t
o
f
a
rea
d
in
g
t
e
xt
a
n
d
the
i
r
pre
v
i
o
us
k
n
o
w
l
ed
ge
.
A
t
t
h
i
s
po
i
n
t,
se
nt
i
m
en
t
s
o
rga
n
i
z
e
exp
e
ri
e
n
ce
s
a
n
d
i
t
h
el
ps
r
e
a
d
i
ng
c
o
m
p
r
e
h
e
n
s
io
n
w
i
th
t
he
h
e
l
p
of
t
hi
n
k
i
ng
a
b
i
l
i
t
i
e
s.
I
f
rea
d
ers
d
i
re
ct
t
he
i
r
e
m
o
tio
ns
a
nd
i
deas
i
n
a
bala
nce,
t
he
y
c
a
n
s
u
cc
ee
d
c
o
mpre
hens
io
n
i
n
a
n
e
f
fe
c
t
i
v
e
w
a
y.
If
one
o
f t
h
em
is sta
t
e
d
m
ore
str
o
n
g
t
h
a
n t
h
e
o
t
he
r,
t
here
ca
n
be
a
prob
lem
for
re
adin
g c
o
mpre
he
nsi
on
pro
c
e
s
s.
A
t
the
e
n
d
o
f t
h
e st
u
d
ie
s in th
i
s fie
l
d, G
ol
e
m
a
n
s
ta
tes tha
t
h
u
m
a
ns
h
a
v
e tw
o brai
ns, tw
o i
n
te
l
lige
n
ces
and
tw
o
m
i
n
d
s
a
s
e
m
o
t
i
o
na
l
a
nd
c
o
g
n
i
t
i
ve
o
n
e
s
;
a
nd
s
t
a
t
es
t
ha
t
n
o
t
on
ly
I
Q
bu
t
a
l
s
o
e
m
o
t
i
ona
l
i
n
t
e
lli
g
e
nc
e
is
sign
ifica
n
t. I
n gene
ra
l,
em
o
ti
ona
l a
nd c
o
gn
i
t
i
v
e
in
t
e
lli
ge
nc
e a
re in a
ba
la
n
c
e. But
,
ne
vert
hele
ss, em
o
tio
na
l
a
n
d
c
o
gni
ti
v
e
i
nt
e
l
l
i
g
e
n
c
e
a
r
e
semi
-i
nd
e
p
e
n
d
e
nt
a
bi
lit
i
e
s
.
B
oth
of
t
h
em
r
efle
ct
t
he
f
unc
tio
ns
o
f
a
c
t
i
ons
t
ha
t
a
r
e
b
o
t
h
d
i
f
f
e
r
e
n
t
f
r
o
m
e
a
c
h
o
t
h
e
r
a
n
d
r
e
l
a
t
e
d
t
o
e
a
c
h
o
t
h
e
r
.
M
o
s
t
o
f
t
h
e
t
i
m
e
,
t
w
o
k
i
n
d
s
o
f
i
n
t
e
l
l
i
g
e
n
c
e
col
l
a
bora
t
e
he
avi
l
y
;
se
n
t
ime
n
ts
a
re
i
n
d
i
sp
ensa
ble
par
t
o
f
i
d
ea
s
a
nd
i
de
a
s
a
re
a
l
s
o
in
di
sp
en
sa
bl
e
p
a
rt
o
f
sen
time
n
ts
o
r
em
oti
o
n
s
.
For
a
n
e
m
o
t
i
o
n
al
s
itua
t
i
o
n,
e
mot
i
ons
a
r
e
a
c
t
i
va
t
e
d
fa
ste
r
t
ha
n
the
i
d
e
a
s
an
d
th
ey
a
r
e
use
d
b
ef
ore
thi
n
ki
ng
[4
2].
The
re
ad
i
n
g
t
e
xt
s
c
ons
ist
i
n
g
o
f
se
n
t
im
en
ts
c
a
n
a
ls
o
ac
ti
va
te
t
h
e
e
m
o
ti
on
a
l
in
t
e
l
l
i
g
e
n
ce
sin
ce
stu
den
t
s
ca
n
beha
ve v
ia
t
he
ir e
moti
ons b
ef
or
e
t
h
i
nki
ng
c
orre
ct
l
y
.
Em
ot
i
o
ns
d
irec
t
l
y
a
ffec
t
t
he
f
unc
tio
ns
i
n
h
u
m
an
b
rai
n
.
I
f
t
he
e
m
o
t
i
o
n
i
s
p
o
s
i
t
i
v
e
,
b
r
a
i
n
u
s
e
s
a
s
i
n
g
l
e
com
m
unic
a
t
io
n
m
e
t
h
o
d
;
i
f
t
h
ere
is
a
n
ega
tiv
e
e
m
ot
io
n,
b
ra
in
u
se
s
di
ffe
re
n
t
m
e
t
ho
ds
f
or
d
i
f
fere
n
t
p
ar
t
s
o
f
t
h
e
fu
nc
ti
o
n
s.
T
ha
t
i
s
,
e
m
oti
o
ns
can
c
a
u
se
d
i
f
f
e
re
nt
a
c
t
i
o
n
s
i
n
h
u
m
an
b
rain
[
43].
I
f
em
o
tions
c
ause
d
ifferent
ac
t
i
o
n
s i
n
hum
an
b
rai
n
,
they
c
an a
ffe
c
t
r
eadin
g c
o
mpr
e
he
n
s
i
on s
kil
l
s o
f
the
s
t
u
d
e
nt
s.
A
s
f
or
s
orrow
,
b
r
a
i
n
b
e
g
i
n
s
m
a
kin
g
n
ew
p
l
a
ns
a
n
d
i
t
sus
p
e
nds
t
h
i
nki
ng
p
roc
e
ss
of
a
h
uma
n
[
4
2
].
I
f
stude
n
t
s fee
l
t
h
e
sa
m
e
sorr
o
w
in y
our
o
w
n
bra
in, it m
a
y
preve
n
t
th
i
nk
i
n
g a
nd st
u
d
e
n
ts ca
n
be
u
n
suc
c
e
s
s
f
ul for
the
s
e
kin
d
s of re
a
di
n
g
tex
ts.
F
o
r
t
h
e
sen
t
i
m
e
n
t
of
h
a
ppin
e
ss,
i
n
hu
ma
n
brai
n
t
h
ere
i
s
a
n
e
w
e
n
e
rg
y
a
n
d
i
t
a
l
s
o
p
r
ev
en
ts
n
eg
ati
v
e
em
otio
ns.
I
t
h
e
l
p
s
b
e
i
ng
c
a
l
m
a
nd
i
t
m
a
y
r
el
ax
t
he
huma
n
b
o
d
y
;
a
n
d
it
m
a
y
mot
i
vate
p
e
o
p
l
e
to
d
o
som
e
th
in
g
[4
2].
If
stude
n
t
s
fe
e
l
t
he
h
a
p
pine
ss
s
t
a
te
d
i
n
a
r
e
a
din
g
t
e
x
t
s
,
it
m
a
y
be
h
e
l
pfu
l
f
or
f
oc
us
in
g
o
n
t
he
t
e
x
t
a
n
d
the
y
c
a
n
b
e
m
o
re
s
ucce
ssfu
l
f
or
t
he
r
ead
in
g
com
p
re
h
e
n
s
io
n
pr
oce
ss.
A
c
c
o
rd
i
ngl
y
,
h
a
p
pi
n
e
s
s
i
s
th
oug
ht
a
s
a
pos
it
ive
em
o
t
ion
b
y
h
um
an
b
ra
in
a
n
d
b
ra
i
n
r
e
f
lec
t
s
p
o
sit
i
v
e
rea
ct
io
ns
f
or
t
h
i
s
se
nt
im
en
t.
T
her
e
fore
,
i
n
fo
rma
t
i
o
n
giv
e
n
in
t
hi
s
ki
n
d
of
r
e
a
d
i
ng
t
e
x
t
i
s
sto
r
e
d
a
s
a
p
os
i
tive
know
le
d
g
e
.
S
o,
it
c
a
n
b
e
e
a
sily
rem
e
mbe
r
ed.
Si
nc
e it
is
e
a
s
ily
s
tore
d,
i
t
ca
n
be
e
asil
y
rem
e
m
b
e
r
e
d.
I
n
the st
ud
y
co
n
duc
te
d
b
y
G
ür
[
4
4
]
t
h
at i
s
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ex
am
i
n
a
t
i
on
o
f
t
h
e 4th G
r
ad
ers’
Re
ad
in
g Com
p
re
h
e
n
s
ion Sk
i
l
l
s
in T
e
rm
s of
…
(Esra
Çe
ti
n)
32
3
abo
u
t
t
he
e
ffec
t
o
f
l
ea
rni
n
g
v
i
a
sm
il
i
n
g
on
s
u
cc
ess,
i
t
w
a
s
see
n
tha
t
t
he
r
e
a
di
n
g
act
i
v
i
t
i
e
s
t
h
at
w
er
e
ba
sed
o
n
smil
in
g
c
o
uld
affec
t
p
osi
tiv
el
y
c
o
n
t
ro
l
gro
u
p
.
A
s
h
by,
I
se
n
&
T
u
rk
en
[
45
]
d
ecl
a
r
ed
t
h
a
t
th
e
r
e
wa
s
an
i
nc
rea
s
e
in
d
o
p
am
ine
af
t
e
r
a
pos
iti
ve
s
i
t
ua
ti
o
n
a
nd
i
t
cou
l
d
a
ffe
c
t
c
o
g
n
it
iv
e
in
te
ll
i
g
e
n
ce
p
osi
t
i
v
ely.
A
c
c
o
r
d
i
n
g
t
o
t
h
ese
resul
t
s, le
a
rni
n
g a
nd em
ot
io
ns
a
re conc
en
tric.
D
u
r
i
n
g
f
e
a
r,
h
uma
n
b
o
dy
is
s
hoc
ke
d
f
o
r
a
w
h
i
l
e
.
T
he
hum
an
b
rai
n
,
on
t
h
e
o
t
h
e
r
han
d
,
star
t
s
secr
eti
ng
h
o
rmone to
ala
r
m
it.
I
t
c
once
n
tra
t
e
s
on
a
tte
n
tio
n
t
o
eva
l
u
a
te
s
om
e
t
h
i
ng
[42]
.
If
s
tu
de
n
t
s
fe
e
l
j
us
t
th
e
sen
time
n
t
of
f
e
a
r
i
n
a
re
ad
in
g
te
xt,
the
y
c
a
n
f
oc
us
o
nl
y
o
n
f
ea
r
an
d
t
h
e
y
c
a
n
i
gno
re
o
th
er
s
i
t
u
a
t
i
on
s;
f
or
t
hi
s
rea
s
on, the
st
u
d
e
n
t
s
mig
h
t
be
uns
ucc
e
s
s
ful for
the r
eadi
ng
c
o
mp
r
e
he
nsi
o
n
ski
l
l
o
n
t
he se
n
tim
en
t of fe
a
r
.
The
sta
t
e
m
en
t of
the
Rea
d
i
n
g
C
o
m
p
re
hen
s
i
o
n Sk
il
ls o
n
Se
n
tim
e
n
t
s
in
term
s
of G
e
nder D
i
ff
erenc
e
s
The
fre
que
nc
y, perc
e
n
t
age,
a
rit
h
m
e
tic m
ean and sta
nda
rd de
v
ia
t
i
o
n
sc
o
re
s of t
h
e
s
t
u
den
t
s
on rea
d
in
g
com
p
rehe
nsio
n
ski
lls
f
or
s
ent
i
m
e
nts w
a
s giv
e
n
i
n
T
a
b
le
6
i
n ter
m
s
o
f
g
e
nd
er
d
i
f
f
e
r
e
n
c
es
.
Ta
ble
6.
T
he
D
escr
i
p
ti
ve
A
na
l
y
s
i
s
of t
he
R
e
a
d
i
n
g C
o
mpre
h
e
ns
io
n
S
k
i
lls o
n S
e
ntime
n
t
s
i
n
term
s of
G
ende
r
Di
ffer
e
n
ce
s
F
e
m
a
le
s
t
u
de
n
t
s
Ma
le
S
t
u
de
n
t
s
Te
x
t
s
R
ead
i
n
g
C
o
m
p
r
e
he
nsion
Leve
l
N
%
X
Ss
N
%
X
Ss
Te
x
t
s
c
onsi
s
ting
of
Fe
a
r
Frustra
t
i
ona
l
160
76.
6
79.
50
14.
65
159
89.
3
72.
90
15.
82
Inst
ru
c
tiona
l
49
23.
4
19
10.
7
I
nde
pe
nde
nt
0
0
Te
x
t
s
c
onsi
s
ting
of
Sorrow
Frustra
t
i
ona
l
176
84.
2
76.
27
14.
86
156
87.
6
71.
37
16.
00
Inst
ru
c
tiona
l
33
15.
8
22
12.
4
I
nde
pe
nde
nt
0
0
Te
x
t
s
c
onsi
s
ting
of
H
a
ppin
e
ss
Frustra
t
i
ona
l
63
30.
1
95.
05
13.
74
87
48.
9
88.
41
16.
13
Inst
ru
c
tiona
l
142
67.
9
91
51.
1
I
nde
pe
nde
nt
4
1
.
9
0
I
n
T
ab
le
6
,
i
t
i
s
a
n
a
l
yze
d
t
hat
t
h
e
ar
ithm
e
t
i
c
m
ean
o
f
the
f
e
m
a
le
s
t
u
den
t
s
o
n
t
e
x
ts
c
on
si
st
in
g
of
f
e
a
r
was
(
X
=7
9.50)
,
h
o
w
e
ver
the
sc
ore
of
m
a
l
e
stude
nt
s
w
a
s
(
X
=
72.
90).
The
a
r
it
hm
eti
c
m
ea
n
of
t
he
f
em
ale
stude
n
t
s
on te
x
t
s con
s
is
tin
g
of
sorrow
w
a
s (
X
=76.
2
7
),
how
ev
er
the
s
c
o
re
o
f ma
l
e
stu
den
t
s w
a
s
(
X
=
7
1.
3
7
). The
arit
hm
etic
m
e
a
n
of
t
he
f
em
ale
stud
en
ts
o
n
te
xt
s
c
o
ns
is
t
i
n
g
o
f
h
appiness
was
(
X
=95.
05)
,
how
eve
r
t
he
s
c
o
re
o
f
male
s
tudents
was
(
X
=88
.
4
1
)
.
In
g
en
e
r
al
,
i
t
was
s
t
at
ed
t
h
e
s
c
o
re
o
f
t
h
e
f
e
mal
e
s
t
u
d
e
n
t
s
w
a
s
h
i
g
h
e
r
t
h
a
n
t
h
e
ma
le
s
t
u
den
t
s
for
a
l
l
t
h
e
se
nt
ime
n
ts.
The
m
o
st
s
uc
ce
ss
fu
l
t
e
x
t
s
f
or
t
w
o
g
ende
rs
w
e
r
e
o
n
h
ap
p
i
ne
ss
a
n
d
the
leas
t we
re on f
ear
.
F
o
r
t
h
e
te
xt
s
c
o
nsi
s
ti
ng
o
f
f
e
a
r
,
i
t
wa
s
see
n
t
h
a
t
160
o
f
2
0
9
f
em
ale
stu
d
e
n
ts
(
76.
6%)
w
e
re
i
n
frus
tra
t
i
o
nal
le
vel
an
d
49
o
f
t
hem
(
23.
4%)
w
e
r
e
i
n
i
n
s
t
r
u
c
tio
na
l
le
ve
l.
F
or
t
he
m
ale
s
t
u
d
e
n
t
s
,
on
t
h
e
ot
her
han
d
,
i
t
w
a
s
s
e
e
n
t
h
at
1
5
9
o
f
17
8
m
a
le
s
t
u
d
e
nt
s
(89.
3%)
w
e
re
i
n
f
r
u
st
r
a
tio
na
l
le
ve
l
an
d
1
9
o
f
the
m
(
10.
7
%
)
w
e
r
e
i
n
i
n
s
t
ruc
t
i
o
nal
leve
l
.
I
t
w
a
s
c
o
ncl
u
ded
t
h
a
t
t
he
m
a
l
e
st
u
de
n
t
s
w
e
re
m
ore
in
f
ru
stra
ti
o
n
al
l
eve
l
t
ha
n
th
e
fe
ma
l
e
s
tude
nt
s
and
t
h
e
y
w
e
r
e
l
e
ss
i
n
ins
t
r
u
cti
ona
l
l
e
ve
l.
F
or
the
te
x
t
s
co
ns
ist
i
ng
of
s
orrow
,
i
t
w
a
s
seen
t
ha
t
17
6
o
f
2
0
9
f
e
m
ale
st
u
d
en
ts
(
84.2%)
w
e
re
i
n
fr
ustra
tio
na
l
leve
l
a
n
d
33
of
t
he
m
(15.
8%)
w
e
re
i
n
i
n
stru
c
t
i
o
nal
l
e
v
e
l
.
F
o
r
t
h
e
m
a
l
e
s
t
u
d
e
n
t
s
,
o
n
t
h
e
o
t
h
e
r
h
a
n
d
,
i
t
w
a
s
s
e
e
n
t
h
at
1
5
6
o
f
17
8
m
a
le
s
tud
e
nts
(8
7.6%)
w
e
r
e
i
n
frus
tra
t
i
o
nal l
e
vel
a
nd
22
o
f
t
he
m
(12.
4%)
w
e
re
i
n
in
s
t
ruc
t
i
o
na
l l
e
ve
l.
F
or
t
he
t
ex
ts
c
onsis
tin
g
of hap
p
i
ness,
i
t
was
seen
t
ha
t
63
of
2
0
9
f
em
ale
stu
d
e
n
ts
(
3
0
.1%)
w
e
r
e
i
n
f
rustra
t
i
o
n
al
l
e
v
el
;
14
2
o
f
t
h
e
m
(67.
9%)
wer
e
i
n
in
struc
tio
na
l
le
vel
a
nd
4
of
t
h
e
m
(1.
9
%)
w
e
r
e
in
i
n
d
e
p
e
n
de
nt
l
e
ve
l.
F
or
t
he
m
ale
stu
d
en
t
s
,
on
t
h
e
ot
he
r
han
d
,
it
w
a
s
se
e
n
t
ha
t
87
o
f
1
78
m
a
le
s
t
ude
n
t
s
(4
8
.
9%)
w
e
re
i
n
f
r
ustr
at
i
ona
l
l
e
v
e
l
a
n
d
91
o
f
th
e
m
(
51.1%)
w
e
re
i
n
in
struc
tio
na
l
l
e
vel.
I
n the
ana
l
ys
is,
i
t
w
as a
l
s
o
st
a
t
e
d
t
ha
t a
ll
of the
st
ude
n
t
s
i
n
i
n
d
e
p
en
de
n
t
l
e
v
e
l
w
e
r
e
fem
a
le
.
Ad
di
tio
n
a
ll
y
,
i
t
was
se
en
t
hat
al
l
of
t
h
e
s
tu
d
e
nt
w
ho
w
e
r
e
i
n
i
n
d
e
p
e
nde
n
t
l
eve
l
f
or
r
ea
din
g
com
p
rehe
nsio
n
w
e
re
d
e
t
erm
i
ned
a
s
f
em
ale
stude
nts.
I
t
w
a
s
als
o
s
tate
d
tha
t
t
he
f
e
m
a
l
e
st
ude
n
t
s
w
e
re
m
o
r
e
succe
ssfu
l
t
han
t
h
e
m
a
le s
tude
nts in term
s
o
f the
se
n
tim
en
t o
f
ha
p
p
i
n
ess
wh
i
c
h
t
h
e leas
t
sc
ore was p
o
in
te
d for
frus
tra
t
i
o
nal
le
vel.
I
t
w
a
s
de
t
e
r
m
ined
t
ha
t
t
h
e
m
o
st
m
ea
n
i
ng
ful
d
i
ffe
re
nc
e
w
a
s
see
n
i
n
t
h
e
te
xts
co
ns
is
t
i
n
g
o
f
hap
p
i
ne
ss.
A
c
c
ord
i
n
g
l
y,
t
h
e
f
em
ale
st
u
d
en
t
s
w
ere
mor
e
s
ucce
ssfu
l
t
h
a
n
t
he
m
ale
s
t
ud
ent
s
i
n
ter
m
s
of
t
he
sen
time
n
t
o
f
h
a
p
p
i
ne
ss.
H
o
w
e
ve
r,
a
lth
ou
g
h
t
he
m
ale
s
t
ud
e
n
t
s
h
ad
t
he
h
i
g
hes
t
p
o
i
nt
i
n
h
a
pp
i
n
ess
l
e
ve
l,
t
her
e
w
a
s a me
anin
gfu
l
d
i
ffe
renc
e be
tw
ee
n the
m
a
le an
d
fem
a
l
e
st
ude
n
t
s
for that
s
entiment
.
La
rse
n
a
nd
D
i
e
ne
r [
4
6
]
st
a
t
ed
t
hat
fem
a
les
co
u
l
d
re
fl
ect
t
he
mse
l
ve
s
ea
sil
y
i
n
b
o
t
h
pos
i
tive
a
nd
nega
t
i
ve
s
e
n
ti
m
e
nt
l
e
v
e
l
s
an
d
the
r
e
w
a
s
a
signi
fic
a
nt
r
o
l
e
of
g
e
nder
d
i
ffer
enc
e
in
t
erm
s
o
f
the
de
n
sit
y
o
f
sent
i
m
en
ts,
and
t
h
ey
c
l
a
ri
fi
ed
t
ha
t
fe
ma
l
e
s
ha
d
m
o
re
e
moti
o
n
al
d
e
n
sit
y
t
ha
n
m
a
le
s
i
n
eac
h
o
n
e
o
f
t
h
e
age
ca
teg
o
r
i
e
s
.
Acc
o
rdin
g
t
o
D
uya
n,
U
ça
r
and
K
a
l
a
fa
t
[4
7]
,
m
e
n
cou
l
d
lea
r
n
esca
p
i
n
g
from
the
se
ntim
en
t
i
f
th
ey
b
eg
an
t
o
f
eel
f
rai
l
t
y
(fo
r
in
st
a
n
ce
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
31
7
–
330
32
4
s
o
r
r
o
w
)
.
O
n
t
h
e
c
o
n
t
r
a
r
y
,
w
o
m
e
n
c
o
u
l
d
c
o
m
e
c
l
o
s
e
t
o
e
m
o
t
i
o
n
s
,
b
e
c
a
use
f
e
el
in
gs
a
nd
e
mo
t
i
on
s
c
o
u
l
d
h
e
lp
t
o
have
em
p
a
t
h
y
.
Bec
a
u
se
o
f
th
e
re
asons
m
ent
i
one
d
ab
o
v
e
fe
ma
le
s
t
u
de
nts
cou
l
d
be
m
or
e
succe
ssf
u
l
tha
n
m
ale
stude
n
t
s
w
h
i
l
e
com
p
r
e
he
nd
i
n
g
rea
d
in
g
te
xts
c
onsis
tin
g
sen
time
n
t
s.
A
ccor
d
in
gl
y,
w
hi
le
f
em
ale
stu
d
e
n
t
s
c
ould
ma
ke
c
on
nec
t
ion
betw
ee
n
t
h
eir
pre
v
i
o
us
know
le
d
g
e
a
n
d
r
eadin
g
ex
pe
rie
n
ces,
m
a
le
s
tude
n
t
s
co
ul
d
ha
ve
pro
b
lem
s
for
re
a
di
n
g
com
pre
h
en
sio
n
s
i
n
c
e
t
he
y ha
ve
trie
d
t
o
esc
a
p
e from
som
e
se
n
tim
en
ts.
3.3.
Find
ing
s
fo
r
the
T
h
i
rd S
ub-Pro
b
l
e
m
In
o
rd
er
t
o
answer
t
h
e
t
h
i
rd
r
e
s
ea
rch
qu
e
s
t
i
o
n
“Is
t
h
ere
a
n
y
me
a
n
in
gf
u
l
d
i
f
fere
nce
betw
ee
n
the
di
ffe
re
nt
s
e
n
ti
me
nt
s
a
n
d
re
a
d
i
ng
com
p
reh
e
ns
io
n
s
k
i
lls
o
f
the
4
th
g
rade
rs
?
”
t
he
r
e
a
d
i
ng
com
p
rehe
nsio
n
ski
l
l
s
of
t
he
s
t
u
den
t
s
o
n
t
he
a
rea
o
f
h
ap
p
i
ne
ss,
s
orrow
an
d
fea
r
w
as
a
na
ly
z
e
d
.
T
h
e
d
a
t
a
c
o
ll
ec
t
e
d
i
n
t
h
e
s
tu
dy
i
s
descr
i
be
d i
n
T
a
b
l
e
7.
Tab
l
e 7.
The
Differe
nces
o
n
t
h
e 4
th
G
ra
d
e
rs’
Re
ad
in
g C
o
mpre
he
nsi
o
n Leve
l i
n
term
s
of the
S
e
nt
im
en
t
s
The
Re
su
lts o
f
Wi
lc
ox
o
n
S
i
g
n
e
d Ra
nk Te
st
Sc
or
e
Ra
nks
N
M
e
a
n
Ra
nk
T
ota
l
Ra
nk
z
p
H
a
ppin
e
ss-
F
ear
N
e
g
a
tiv
e
Ra
nk
4
7
72.
99
3430.
5
0
-
15.
3
4
9
.
000
Posit
i
ve
Ra
nk
335
208.
1
3
6972
2.
50
Equa
l
5
Sorrow
-
Fe
a
r
N
e
g
a
tiv
e
Ra
nk
222
200.
9
5
4461
2.
00
-
3
.
5
1
6
.
000
Posit
i
ve
Ra
nk
162
180.
9
1
2930
8.
00
Equa
l
3
Sorr
o
w
-
H
a
p
p
i
n
e
ss
N
e
g
a
tiv
e
Ra
nk
348
198.
3
9
6903
9.
50
-
15.
1
8
1
.
000
Posit
i
ve
Ra
nk
33
113.
0
8
3731.
5
0
Equa
l
6
A
s
a
r
e
s
ult
o
f
W
i
l
c
o
x
o
n
S
ign
e
d
Ra
nk
T
es
t,
i
t
w
a
s
see
n
t
ha
t
t
h
e
me
an
s
cor
e
o
f
t
h
e
te
x
t
s
c
onsis
t
i
n
g
o
f
happiness
was
(
X
=
9
2
.
00)
a
n
d
t
he
m
ean
s
c
o
re
o
f
the
tex
t
s
c
o
n
s
i
s
t
i
ng
of
f
ea
r
w
a
s
(
X
=
7
6.4
6
).
W
he
n
Ta
b
l
e
7
wa
s
a
n
al
y
zed
,
i
t
was
seen
t
ha
t
th
e
r
e
was
a
st
at
i
s
ti
c
a
l
l
y
mea
n
d
i
f
f
e
re
n
c
e
(z
happiness
-f
ear
=
-1
5.
3
49,
p
<
.
05).
In
Ta
bl
e
7
,
i
t
wa
s
se
en
t
h
a
t
t
h
e
me
an
s
c
o
re
o
f
t
h
e
t
e
xt
s
co
n
s
isti
n
g
of
f
ear
w
as
(
X
=76.
46)
a
nd
the
me
an
s
co
r
e
o
f
the
tex
t
s
co
ns
ist
i
n
g
o
f
sorrow
w
a
s
(
X
=74.
0
2
).
W
hen
Tab
l
e
7
w
a
s
analy
z
ed,
it
w
a
s
see
n
t
hat
the
r
e
w
a
s
a
st
a
t
i
s
tically
m
e
an
d
if
fere
nce
(z
f
ear-sorro
w
=
-3
.1
81
,
p<
.05
)
.
It
w
a
s
a
lso
seen
t
h
a
t
t
h
e
mean
s
c
o
re
o
f
t
h
e
t
ex
t
s
con
s
is
tin
g
of
h
a
p
p
i
ne
ss
w
a
s
(
X
=92.
0
0
)
and
th
e
me
an
s
core
o
f
th
e
te
x
t
s
c
onsist
i
ng
of
s
orrow
w
a
s
(
X
=
7
4.
02)
.
W
h
en
T
abl
e
7
w
a
s
a
n
a
ly
z
e
d,
i
t
wa
s
se
en
t
h
a
t
t
h
ere
was
a
st
a
t
i
s
t
ica
l
ly
m
e
a
n
d
i
f
f
er
en
ce
(
z
sorrow-happ
in
e
s
s
=
-
15.1
8
1
,
p<
.
0
5).
The
students
w
ere
successf
ul
i
n
the
se
nt
ime
n
ts
a
s
order
of
h
a
p
p
i
n
e
s
s,
f
ear
a
nd
sor
r
ow
.
Ac
cord
in
g
to
the
stu
d
y
,
re
ad
in
g
c
o
rre
ct
ly
a
nd
f
lu
e
n
tl
y
cau
se
s
resp
ond
ing
ce
r
ta
in
a
nd
f
a
s
t
as
e
m
o
t
i
o
n
a
ll
y
an
d
be
hav
i
ora
l
a
n
s
w
e
r
s
.
T
h
e
l
a
c
k
o
f
t
h
a
t
a
b
i
l
i
t
y
c
a
n
c
a
u
s
e
a
n
s
w
e
r
i
n
g
w
r
o
n
g
o
r
i
n
ade
q
ua
te
ly
[
48].
S
t
u
d
e
nt
s
w
h
o
c
a
n
e
asil
y
corr
ectl
y
u
nder
s
ta
nd
t
he
s
en
t
i
m
e
nts
g
i
ve
n
i
n
r
ea
ding
te
xts
can
r
e
f
l
e
c
t
f
a
s
t
a
n
d
c
o
r
r
e
c
t
.
O
n
t
h
e
o
t
h
e
r
h
a
n
d
,
t
h
e
stude
n
t
s
w
h
o
have
p
ro
bl
em
s
on
un
der
s
ta
n
d
i
n
g
a
sen
t
i
m
ent
g
i
ve
n
i
n
a
re
adi
n
g
te
x
t
m
ay
h
a
v
e
prob
l
e
m
s
o
n
answ
e
r
ing
or
t
hey
ma
y
a
n
sw
e
r
w
r
ongly.
I
n
t
h
is
s
e
n
se
,
i
t
c
an
b
e
sa
id
t
ha
t
em
o
tio
na
l
in
te
ll
ige
n
ce
effec
t
s
rea
d
i
n
g
com
p
r
e
he
n
s
io
n.
The
pr
e
f
e
r
enc
e
of
s
t
ude
n
t
s
f
o
r
r
eadi
ng t
e
xt
s
c
ons
ist
i
n
g
o
f
a
m
a
z
ing,
i
m
a
gi
nar
y
a
n
d
f
a
n
tas
t
ic
e
l
e
me
n
t
s
preve
n
t
s
s
om
e
a
b
il
i
tie
s
suc
h
a
s
th
ink
i
ng,
c
ompre
h
e
n
d
i
ng,
e
xa
mi
n
in
g,
s
e
a
r
chi
ng,
d
i
s
co
ve
ri
ng,
c
oo
pe
r
a
ti
n
g
,
pro
b
lem
-
so
lvi
n
g,
d
e
c
i
d
i
ng
a
nd
e
n
t
r
epre
n
e
ur
sh
ip
[
1
5
].
B
ec
a
u
se
r
e
a
d
ing
t
e
xt
s
co
ns
i
s
ti
n
g
of
s
or
row
an
d
fe
ar
ma
y
ke
ep
s
t
u
d
e
nt
s
aw
a
y
f
r
o
m
t
h
e
re
al
w
orl
d
,
t
h
eir
com
p
r
e
he
nsi
o
n
s
k
i
l
l
s
can
b
e
in
a
l
o
w
er
d
egr
ee
t
h
a
n
t
he
t
e
xt
s c
o
n
s
i
s
t
i
ng
o
f h
a
pp
in
e
ss.
The
r
ead
in
g
te
xts
co
ns
isti
n
g
o
f
s
o
rrow
an
d
fe
ar
m
a
y
c
au
se
f
e
e
l
i
ng
sorrow
an
d
fea
r
.
A
c
cordi
n
g
t
o
Spitze
r
[
49]
,
in
t
h
i
s
si
t
u
at
io
n,
s
tress
h
o
r
m
one
s
are
a
c
t
i
v
a
ted
a
n
d
i
t
c
a
n
h
ave
tw
o
re
su
l
t
s
;
w
he
the
r
s
tress
horm
o
nes
pre
v
ent
s
i
t
e
m
t
r
ans
iti
on
s
i
n
c
e
l
l
s
a
nd
i
t
p
reve
n
t
s
l
e
a
rni
n
g
;
t
hat
is
i
t
bloc
ks
l
ea
r
n
ing
o
r
l
ea
rn
ing
is
com
p
le
te
d
b
u
t
it
is
done
w
i
t
h
f
ee
l
i
ng
s
t
re
ss
a
nd
fe
ar.
S
o
,
know
l
e
dg
e
i
s
s
to
red
with
t
h
e
se
n
eg
ati
v
e
e
m
o
t
i
o
ns
a
n
d
w
h
en
ev
e
r
l
ea
rn
ers
re
me
mb
e
r
t
hi
s
knowl
e
dg
e
,
t
h
e
y
fe
el
u
n
c
o
m
f
ort
a
ble.
R
em
em
ber
i
ng
a
pa
i
n
fu
l
eve
n
t
cre
a
tes
so
r
r
ow
and irr
ita
ti
o
n
i
n hum
an
b
ra
in
b
e
cau
se
of
the
sam
e re
ason t
h
at wa
s
m
entio
ne
d a
b
o
v
e
.
One
o
f
t
h
o
se
t
wo
r
esu
l
t
s
c
a
n
b
e
va
l
i
d
for
the
st
u
d
en
ts
w
ho
r
ead
t
he
t
e
x
ts
c
o
n
ta
i
n
in
g
t
h
ose
tw
o
sen
time
n
ts
n
a
m
ely
sorr
ow
a
nd
fear
.
That
i
s,
s
tre
s
s
hormo
ne
s
can
p
r
e
ve
n
t
l
ea
rn
i
ng
a
n
d
th
ink
i
ng
a
b
il
iti
es
c
an
be
b
l
o
c
k
e
d
,
or
l
ea
rn
in
g
ca
n
be
c
om
p
l
e
t
e
d
w
it
h
the
se
nt
i
m
e
n
ts
n
a
m
e
l
y
b
o
t
h
s
o
rrow
and
fear
.
S
i
nce
stude
n
t
s
fe
el u
nc
om
fort
a
b
l
e
for
these
t
w
o
sent
i
me
n
t
s,
their
r
ea
din
g
c
om
p
rehe
nsi
o
n le
ve
l ca
n be
l
o
w
er.
Evaluation Warning : The document was created with Spire.PDF for Python.
IJERE
I
S
S
N
:
2252-
88
22
T
h
e
Ex
am
i
n
a
t
i
on
o
f
t
h
e 4th G
r
ad
ers’
Re
ad
in
g Com
p
re
h
e
n
s
ion Sk
i
l
l
s
in T
e
rm
s of
…
(Esra
Çe
ti
n)
32
5
I
n
c
o
n
t
ra
st
t
o
a
stre
ssfu
l
a
t
mosp
her
e
,
i
n
a
c
on
te
xt
i
n
w
h
ic
h
s
t
ud
ent
s
f
ee
l
re
l
a
x
e
d
,
c
on
fi
d
e
nt
,
happy
and
e
n
j
o
ye
d
l
e
a
r
ner
s
c
an
c
ompre
h
e
nd
a
re
adin
g
te
x
t
w
i
t
h
po
si
tiv
e
e
m
oti
o
ns;
s
o
b
ot
h
t
h
e
i
r
rea
d
in
g
com
p
rehe
nsio
n
ski
lls
a
n
d
m
ot
i
v
at
ion
ca
n
b
e
i
m
p
rove
d.
Em
ot
i
o
ns
c
a
rry
a
h
u
g
e
ener
gy
w
i
t
h
t
hem
.
I
f
these
em
ot
ions
a
re
a
cc
ep
t
e
d
acc
ord
i
ngl
y
and
ex
pe
nd
eno
u
g
h
tim
e
t
o
u
nde
rs
tan
d
e
moti
o
n
s,
a
ll
o
f
e
m
ot
i
ons
c
a
n
b
e
t
ool
s
t
h
a
t
a
re
g
ive
n
f
or
hum
an-
b
e
i
n
g
s.
P
eopl
e
ca
n
go
o
n
t
he
ir
life
as
m
ore
pos
it
ive
l
y,
c
o
n
s
t
r
uc
ti
vis
t
,
pro
duc
t
i
ve
a
n
d
e
f
f
ec
ti
ve
i
f
t
h
ey
can
d
irec
t
the
i
r
own
em
otio
ns
i
n
c
o
r
r
ec
t
t
i
m
e
s.
B
rie
f
ly,
b
o
t
h
n
ega
t
ive
a
nd
pos
i
t
i
ve
em
ot
ions
a
re
b
e
l
o
n
g
e
d
t
o
pe
o
p
l
e
an
d
t
h
e
y
should
l
earn
t
o
li
ve with them
.
C
h
i
l
dr
en
c
a
n
d
i
r
ect
t
heir
o
w
n
e
m
o
tio
n
w
h
e
n
t
he
y
are
ab
ou
t
te
n
y
e
a
r
s
.
I
f
t
h
e
a
c
t
i
o
n
s
a
r
e
u
n
d
e
r
t
h
e
i
r
ow
n
c
o
ntr
o
l,
t
hey
u
s
e
prob
l
e
m-
sol
v
in
g
st
r
a
t
e
gie
s
,
b
u
t
if
t
h
e
p
r
obl
e
m
i
n
no
t
und
e
r
t
h
e
c
on
t
r
o
l
,
t
h
ey
t
ry
t
o
fi
nd
new
w
a
ys
t
o
sol
v
e
pr
ob
lem
.
T
he
u
se
o
f
intr
in
sic
st
r
a
teg
i
es
h
e
l
p
s
c
h
il
dre
n
t
o
ha
ve
a
p
o
s
i
tive
se
n
s
e
of
s
elf
an
d
a
p
o
si
t
i
ve
p
ers
p
e
c
t
i
ve
f
or
t
he
p
ro
bl
e
m
s
[5
0].
I
t
can
b
e
sa
id
t
h
at
s
tu
de
n
t
s
a
r
e
ina
d
e
qua
te
t
o
co
n
t
ro
l
the
i
r
ow
n
em
otio
ns
b
e
c
a
u
se
t
here
i
s
a
differ
e
n
ce
b
et
we
en
t
hem
i
n
t
e
r
ms
o
f
r
ea
di
ng
c
ompre
h
e
n
si
o
n
s
k
ills
o
n
t
h
e
t
e
x
t
s
con
s
is
tin
g
of
s
e
n
tim
en
ts.
It
c
a
n
b
e
a
l
so
s
ta
t
e
d
t
h
a
t
s
inc
e
c
h
il
dre
n
c
a
n
n
o
t
d
ir
ec
t
the
i
r
ow
n
e
m
o
t
i
o
ns,
t
h
e
y
h
a
v
e
low
e
r
score
on the
te
x
t
s co
ns
is
t
i
n
g
of ne
ga
tiv
e
sent
ime
n
ts.
3.4.
Find
ing
s
fo
r
the
F
o
r
t
h
Sub-
Pro
b
lem
I
n
o
rde
r
t
o a
n
s
w
er
t
he fort
h
resea
rch que
st
i
o
n “
A
c
c
ordi
n
g
to th
e
se
n
t
i
m
e
n
ts
g
i
v
en
i
n
re
ad
in
g
t
e
xt
s,
i
s
there
a
ny
m
eani
n
gfu
l
d
iffere
nce
be
tw
e
e
n
g
e
nder
an
d
rea
d
in
g
com
p
rehe
nsi
on
ski
l
ls
o
f
the
4
th
g
raders
?
”
t
he
rea
d
i
n
g
com
p
r
e
he
n
s
io
n
ski
l
l
s
of
t
he
st
u
den
t
s
w
e
r
e
a
nalyze
d.
Ma
nn
W
h
itne
y
–
U
t
es
t
re
sul
t
s
t
h
a
t
w
e
r
e
co
ll
e
c
te
d
in
t
he
s
t
udy
f
o
r
the
reading
com
p
rehens
i
on
st
a
t
em
ents
o
f
the
st
ude
n
t
s
in t
erm
s
of gen
d
e
r
differe
nces
a
re
p
re
sente
d
in
Tab
l
e 8.
Ta
b
l
e
8.
Mann
Wh
i
t
ne
y – U
Test Res
u
lts for
t
he
R
ea
d
i
ng
Com
p
rehe
nsio
n
Statem
en
ts of t
h
e
Stude
n
t
s i
n
Term
s of
G
ender Diff
erences
G
e
nd
e
r
N
M
ea
n Ra
nk
T
o
ta
l Ra
nk
U
p
Ma
l
e
178
164.
99
2936
8.
00
1
343
7.
00
.
000
Fe
m
a
le
209
218.
71
4571
0.
00
In
T
a
b
l
e
8
,
it
i
s
st
at
e
d
t
h
a
t
t
h
ere
wa
s
a
me
a
n
d
i
f
f
e
re
n
c
e
(U=
1
3
4
3
7
.
00
,
p<
.05
)
b
e
t
ween
t
h
e
r
e
a
di
ng
com
p
rehe
nsio
n
sk
i
l
l
s
o
f
ma
le
(
S
O
=
1
6
4
.
99)
a
nd
f
em
ale
st
u
d
en
ts
(
S
O
=
21
8
.
71).
a
s
a
r
esu
l
t
of
t
he
d
a
t
a
,
i
t
w
a
s
seen
t
hat t
h
e
rea
d
in
g
com
p
reh
e
ns
io
n sk
il
l
o
f
fem
ale
st
u
d
e
n
t
s
w
a
s higher
t
h
an the
m
ale
st
u
d
en
ts.
I
n
Ç
e
l
ik
öz’s
[
5
1
]
st
u
dy
tha
t
w
as
c
om
p
l
e
t
e
d
i
n
10
d
i
ffe
r
en
t
cit
i
es
a
nd
c
o
v
e
ri
ng
357
3
s
t
ude
n
t
s
fo
r
the
aim
of
d
e
t
e
r
mi
ni
n
g
t
he
d
om
i
n
a
n
t
in
t
e
lli
ge
nc
e
ty
pe
s
o
f
T
urk
i
s
h
s
t
ude
n
t
s,
i
t w
a
s
se
en
t
ha
t
fe
ma
le
s
tu
de
nt
s
ha
ve
ma
inly
v
er
b
a
l
in
te
ll
ige
n
ce
an
d
m
a
le
s
tude
nt
s
have
dom
ina
n
tl
y
ma
t
h
emat
i
c
a
l
i
n
t
ell
i
g
e
n
ce
.
As
r
ef
erri
n
g
t
h
a
t
resul
t
,
it
c
a
n
b
e
sa
i
d
t
hat
s
i
nce
fem
a
le
s
tude
nts
ha
ve
m
ainl
y
u
se
d
v
e
rbal
i
nte
l
l
i
ge
nce,
t
he
y
c
a
n
b
e
m
o
re
succe
ssfu
l
i
n
re
adi
n
g
com
p
re
hen
s
i
o
n.
I
n
many
d
i
ffere
nt
s
tu
d
i
e
s
,
i
t
w
a
s
a
l
s
o
s
t
a
t
e
d
t
h
a
t
t
h
e
r
e
w
a
s
a
m
e
a
n
di
ffe
re
nce
be
tw
e
e
n
t
w
o
gen
d
e
r
s
in ter
m
s of re
a
di
ng c
o
mpr
e
hen
s
i
o
n skil
ls
[8
,
51,
52,
53].
The
res
u
l
t
o
f
t
h
e
m
ean
d
i
ffe
r
e
nc
es
on
t
h
e
m
a
le
s
tude
n
t
s’
r
eadi
n
g
c
o
m
p
reh
e
ns
io
n
sk
i
l
l
w
a
s
f
o
u
nd
v
i
a
Wi
lc
ox
o
n
S
i
g
n
e
d Ra
nk Te
s
t
a
nd
it is
lis
te
d i
n
Ta
b
le 9.
Tab
l
e
9.
T
he Statem
e
nt o
f
D
i
ffe
r
enc
e
s for t
h
e
Male
S
tu
den
t
s’ Re
a
d
in
g
Co
m
p
rehe
nsio
n
S
k
i
lls o
n
S
e
nt
im
ent
s
-
The
Re
su
lts o
f
Wi
lc
ox
o
n
S
i
g
n
e
d Ra
nk Te
st
Sc
or
e
R
a
nks
N
M
ea
n Ra
nk
T
o
ta
l
Ra
nk
z
p
Ha
ppin
e
ss-Fe
a
r
N
e
g
a
t
i
v
e
R
a
n
k
23
37,
97
873,
50
-10.
172
.
000
Posi
tive
R
a
nk
152
95,
56
1452
6,
50
E
qua
l
3
Sorrow
-
F
e
a
r
N
e
g
a
t
i
v
e
R
a
n
k
98
89,
56
8777,
0
0
-1.
461
.
144
Posi
tive
R
a
nk
78
87,
16
6799,
0
0
E
qua
l
2
Sorrow
-
Ha
ppin
e
ss
N
e
g
a
t
i
v
e
R
a
n
k
19
47,
68
906,
00
-10.
034
.
000
Posi
tive
R
a
nk
154
91,
85
1414
5,
00
E
qua
l
5
A
s
a
r
esult
of
W
i
l
c
oxo
n
S
i
g
n
e
d
Ra
nk
Te
st,
i
t
w
a
s
s
e
e
n
t
ha
t
t
h
e
m
e
an
s
c
o
re
o
f
the
m
a
le
s
tudents
for
t
h
e
te
xt
s
con
s
isti
ng
o
f
ha
ppin
e
ss
was
(
X
=
88.
41)
a
nd
t
h
e
m
e
a
n
s
cor
e
o
f
the
te
xts
c
o
nsis
tin
g
of
f
e
a
r
w
a
s
(
X
=
7
2.
9
0
). Whe
n Table 9 w
a
s
a
n
al
yze
d
,
it w
a
s see
n
that t
h
e
r
e w
a
s
a
sta
t
is
tic
all
y
m
ea
n diffe
r
enc
e
(z
h
a
ppine
s
s
-f
ear
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
IJERE
V
ol
.
7,
N
o.
4,
D
ece
mbe
r
20
18
:
31
7
–
330
32
6
=
-
10.
17
2,
p
<
.
05).
In
T
a
b
l
e
9
,
i
t
w
as
s
ee
n
t
h
at
t
he
m
e
a
n
score
of
t
he
m
a
l
e
stu
d
e
n
ts
f
or
t
he
t
e
x
t
s
c
o
n
s
i
s
ting
of
fe
ar
w
a
s
(
X
=7
2.
90)
a
nd
the
m
e
a
n
s
core
o
f
the
te
x
t
s
c
onsis
t
i
ng
of
s
orrow
w
a
s
(
X
=7
1.37)
.
B
u
t,
w
he
n
Table
9
w
a
s
a
n
a
l
yze
d
,
it
w
a
s
see
n
t
ha
t
there
w
a
s
n
o
t
a
s
tat
i
s
tica
l
ly
m
e
an
d
i
f
f
e
re
n
ce
(z
f
e
ar-sorro
w
=
-1.
4
61,
p<.05).
The
ma
le st
ude
n
t
c
an le
a
r
n
t
o i
g
n
o
re or su
ppr
ess
the
i
r ne
ga
tive em
o
t
i
o
n
s
s
in
c
e
t
ho
se
e
mot
i
ons
h
a
v
e
b
e
en
a
cce
p
t
ed
as
f
e
m
in
in
e
sent
im
en
ts
i
n
T
u
rkis
h
cu
lt
ure
[
5
4]
.
The
rea
s
o
n
o
f
h
a
v
i
ng
n
o
t
a
m
ea
n
di
ffe
r
e
nce
be
tw
ee
n
sorrow
and
fea
r
c
an be
a
bout
m
a
l
e
stu
d
en
ts’ ne
ga
t
i
ve
per
spect
ive
on
t
h
ose
tw
o c
o
n
cept
s
a
nd try
i
n
g
to i
g
nore
t
h
e
m
.
I
t
w
as
a
lso
seen
t
ha
t
the
m
ean
s
core
o
f
the
m
a
le
s
t
ude
n
t
s
for
t
he
t
ex
ts
c
ons
is
tin
g
of
h
a
p
p
i
ness
w
a
s
(
X
=
8
8.
4
1
)
and
t
h
e
me
an
s
core
o
f
the
t
e
xts
c
ons
ist
i
ng
o
f
s
orrow
w
a
s
(
X
=7
1.3
7
)
.
W
hen
Ta
b
l
e
9
w
a
s
analyz
e
d
,
i
t
w
a
s
s
ee
n
t
h
at
t
h
e
r
e
w
a
s
a
s
t
a
t
i
s
t
i
cal
ly
m
e
a
n
d
if
f
e
r
e
n
c
e
(z
sor
r
o
w
-h
a
p
pines
s
= -
10.
034,
p
<
.
05
)
.
Th
e
res
u
lt
o
f
t
h
e
me
a
n
d
i
ffe
ren
c
es
o
n
t
h
e
femal
e
s
tu
d
e
nt
s’
r
ea
d
in
g
com
p
rehe
nsi
o
n
sk
i
l
l
w
a
s
fo
un
d
via W
ilc
oxo
n
S
i
gne
d
Ra
nk
Test a
n
d
it is g
i
v
en in
Ta
ble 1
0
.
Tab
l
e
10.
T
he S
tatem
e
n
t
of D
i
ffe
r
enc
e
s f
o
r the
F
e
ma
l
e
S
tude
n
t
s’
Rea
di
n
g
Com
p
rehe
ns
io
n S
k
i
l
ls o
n
S
e
nt
im
en
ts -
T
he
R
e
s
ul
ts o
f
Wi
lc
ox
o
n
S
i
g
n
e
d Ra
nk Te
s
t
Sc
or
e
Ra
nks
N
M
e
a
n
Ra
nk
T
o
ta
l
R
a
nk
z
p
H
a
ppin
e
ss-
F
ear
Ne
g
a
ti
v
e
R
a
n
k
24
35,
02
840,
50
-11.
5
0
1
.
000
Positi
ve
Ra
nk
183
113,
05
2068
7,
50
Equa
l
2
Sorrow
-
Fe
a
r
Ne
g
a
ti
v
e
R
a
n
k
124
111,
81
1386
5,
00
-3,
4
4
9
.
001
Positi
ve
Ra
nk
84
93,
70
7871,
0
0
Equa
l
1
Sorrow
-
H
a
ppin
e
ss
Ne
g
a
ti
v
e
R
a
n
k
14
70,
57
988,
00
-11.
3
6
9
.
000
Positi
ve
Ra
nk
194
106,
95
2074
8,
00
Equa
l
1
As a
re
s
u
l
t
of
W
il
co
xon
S
i
gned
Rank
T
est
,
i
t
was
se
en
t
h
a
t
t
h
e
m
e
an
s
core
o
f
the f
e
m
a
le
s
tude
nt
s for
the
t
e
xts
cons
i
s
t
i
n
g
o
f
hap
p
i
ness
w
a
s
(
X
=95
.
05)
h
ig
her
tha
n
t
he
m
ea
n
sc
or
e
of
t
he
t
ex
t
s
c
onsis
t
i
ng
of
f
ea
r
(
X
=
7
9.
5
0
).
W
he
n
Ta
ble
1
0
w
a
s
a
nalyze
d,
i
t
w
a
s
se
en
t
h
a
t
the
r
e
w
a
s
a
s
tatis
t
i
c
a
l
l
y
m
ea
n
di
ffere
n
ce
(z
ha
ppiness
-
f
ear
=
-11.50
1,
p
<.0
5
).
I
n
Table
6,
i
t
w
a
s
se
en
t
ha
t
t
h
e
m
e
a
n
s
cor
e
of
t
he
f
em
ale
stu
d
e
n
ts
f
or
t
he
t
e
x
t
s
con
s
is
tin
g
o
f
f
ea
r
w
a
s
(
X
=79.
50)
h
ighe
r
tha
n
t
he
m
e
a
n
score
of
t
he
t
ex
t
s
c
ons
isti
n
g
o
f
s
or
row
(
X
=7
6.
27).
W
h
en
T
ab
l
e
1
0
wa
s
an
a
l
y
z
e
d
,
i
t
wa
s
se
en
t
h
a
t
t
h
ere
was
a
st
a
t
i
s
ti
c
a
l
l
y
me
an
d
i
f
f
e
re
n
ce
(z
fe
a
r
-s
o
r
ro
w
=
-
3
.
4
4
9
,
p
<
.
05).
I
t
w
a
s
a
ls
o
seen
t
ha
t
t
h
e
m
ean
s
c
o
re
o
f
t
h
e
fem
a
le
s
tu
d
e
n
t
s
f
o
r
t
h
e
t
e
x
t
s
c
o
n
s
i
s
t
i
n
g
o
f
h
a
p
p
i
n
e
s
s
w
a
s
(
X
=
9
5.
0
5
)
hig
h
e
r
t
ha
n
the
m
e
a
n
s
core
o
f
t
h
e
texts
co
ns
ist
i
n
g
o
f
s
or
row
(
X
=7
1.2
7
).
W
he
n
Tab
l
e
10
w
a
s
a
n
al
y
zed
,
i
t
w
a
s
s
ee
n
t
h
at
t
h
e
r
e
w
a
s
a
s
t
a
t
i
sti
c
a
l
ly
m
e
a
n
d
i
f
f
e
re
n
c
e
(
z
sorro
w
-
hap
p
i
n
es
s
=
-1
1
.
369
, p
<
.
05
).
I
n
t
he
s
tu
d
i
es
o
n
th
i
s
f
ie
ld,
it
i
s
s
ee
n
t
h
a
t
f
e
m
a
l
es
c
an
e
asi
l
y
re
flect
t
he
ir
o
w
n
e
m
o
ti
o
n
s,
t
he
y
fee
l
st
r
o
nger
the
e
m
oti
o
n
s
a
n
d
th
e
y
have
m
ore
posit
i
v
e a
tti
tu
de
s for
the
e
m
o
tions [
55, 46]
.
Ma
nn
W
h
itne
y
–
U
t
es
t
re
sul
t
s
t
h
a
t
w
e
r
e
co
ll
e
c
te
d
in
t
he
s
t
udy
f
o
r
the
reading
com
p
rehens
i
on
st
a
t
em
ents
o
f
the
st
ude
n
t
s
on
sen
tim
en
ts
i
n t
e
rm
s of gen
de
r dif
fere
nces
i
s
exp
l
a
i
ne
d i
n
T
able
11.
Ta
b
l
e
11.
Man
n
Wh
i
t
ne
y – U
test re
s
ults f
or the
r
ea
di
n
g
c
o
m
preh
en
si
on
s
tat
e
ment
s o
f
th
e
st
u
d
e
nt
s on
S
e
ntime
n
ts i
n
te
rm
s
of
g
en
der
diffe
r
enc
e
s
Te
xt
G
e
n
d
e
r
N
Me
a
n
Ra
nk
T
ot
a
l
Ra
nk
u
P
Te
xts c
onsis
ting
of
Fe
a
r
F
e
m
a
l
e
178
167.
69
2984
9
,
50
1391
8
,
50
.
000
Ma
l
e
208
216.
40
4522
8
,
50
Te
xts c
onsis
ting
of
So
r
r
o
w
F
e
m
a
l
e
178
173.
37
2975
8
,
50
1492
9
,
00
.
001
Ma
l
e
209
211.
57
4531
9
,
50
Te
xts c
onsis
ting
of
H
a
ppi
n
e
ss
F
e
m
a
l
e
178
167.
18
3086
0
,
00
1382
7
,
50
.
000
Ma
l
e
209
216.
84
4421
8
,
00
A
s
a
r
e
s
u
l
t
o
f
M
a
n
n
W
h
i
t
n
e
y
-
U
T
e
s
t
,
i
t
w
a
s
s
e
e
n
t
h
a
t
t
h
e
m
e
a
n
s
core
o
f
the
fem
a
le
s
tu
den
t
s
for
t
h
e
tex
t
s
c
ons
is
tin
g
of
f
ea
r
w
a
s
(
X
=7
9.5
0
)
hi
ghe
r
than
t
he
m
ea
n
scor
e
of
t
he
m
ale
stu
d
e
n
ts
(
X
=
7
2
.
90
).
W
he
n
T
a
bl
e
1
1
w
a
s
a
n
al
y
zed
,
i
t
w
a
s
s
ee
n
t
h
at
t
h
e
r
e
w
a
s
a
s
t
a
t
i
sti
c
a
l
l
y
m
ean
d
iffe
r
e
nce
(p<.05)
.
A
s
a
r
e
s
u
l
t
o
f
M
a
n
n
W
h
i
t
n
e
y
-
U
T
e
s
t
,
i
t
w
a
s
s
e
e
n
t
h
a
t
t
h
e
m
e
a
n
s
core
o
f
the
fem
a
le
s
tu
den
t
s
for
t
h
e
tex
t
s
co
ns
i
s
ti
n
g
o
f
s
o
rrow
w
a
s
(
X
=7
6.
27)
h
i
gher
t
h
an
t
he
m
e
a
n
score
of
t
he
m
ale
st
u
d
e
n
t
s
(
X
=71.
3
7
).
W
he
n
T
a
bl
e
1
1
w
a
s
a
n
al
y
zed
,
i
t
w
a
s
s
ee
n
t
h
at
t
h
e
r
e
w
a
s
a
s
t
a
t
i
sti
c
a
l
l
y
m
ean
d
iffe
r
e
nce
(p<.05)
.
Evaluation Warning : The document was created with Spire.PDF for Python.