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.
8
, N
o. 1, Mar
c
h
201
9,
pp.
64~7
0
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
1.
153
35
64
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
Vocabul
ary
size, read
i
ng mot
ivati
o
n, reading attitudes
and reading comprehension p
erformance among Filipino
college learners of English
R
o
sa
lyn
Gu
n
o
b
g
u
n
ob-
M
irasol
De
pa
rtme
n
t
o
f
En
glish,
Un
i
ve
rsit
y
o
f
Sa
n
to
Tom
a
s
,
Phi
lip
pine
s
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
Re
ce
i
v
e
d
A
ug
8,
201
8
Re
vise
d O
c
t
3,
2018
A
c
c
e
pte
d
D
ec 6,
201
8
Readi
ng
i
s
a
n
in
dis
p
en
sab
l
e
tool
i
n
the
acad
em
i
c
w
o
r
ld.
Most
,
i
f
no
t
a
l
l,
acti
v
iti
e
s
in
v
ari
e
d
co
ll
e
g
iat
e
c
ou
rses
e
ntail
t
h
e
act
o
f
readi
n
g
.
T
h
ere
are
many
c
ontri
but
ing
f
actors
t
h
at
a
f
f
ect
o
ne’s
a
bilit
y
to
r
ead
a
nd
c
om
p
r
ehend
tex
t
m
at
erials
e
f
f
ecti
v
ely.
T
w
o
o
f
t
h
e
m
a
ny
f
acto
r
s
are
t
h
e
re
a
de
r
’
s
vo
cabu
l
ary
s
i
ze
an
d
t
h
ei
r
re
adin
g
m
o
ti
vati
on
.
T
h
is
s
t
u
d
y
e
x
a
m
i
n
ed
t
h
e
relat
i
o
n
ship
o
f
t
h
e
vo
cabul
ary
si
z
e
,
read
ing
s
t
rat
e
gies
a
n
d
t
h
e
r
e
a
di
ng
com
p
rehens
io
n
p
e
rf
orm
a
nce
of
c
o
lleg
e
l
earners
i
n
a
co
m
p
rehens
iv
e
un
iv
ersit
y
i
n
t
h
e
P
h
ili
ppin
e
s.
A
c
orrelat
i
ona
l
a
nalysis
was
em
p
lo
ye
d
to
ascert
a
in
t
h
e
r
elat
io
ns
h
i
p
b
e
tw
een
t
he
s
cores
i
n
t
he
r
ea
d
i
n
g
c
o
m
p
reh
e
nsi
on
com
p
onen
t
o
f
the
co
urse
a
nd
th
e
vo
cabul
ary
l
e
vel
s
t
est
s
b
y
N
a
ti
on.
T
h
e
fin
d
i
ngs
o
f
th
is
s
t
u
d
y
h
op
e
to
p
ro
vi
de
u
sef
u
l
i
n
sigh
ts
i
nto
t
h
e
p
redict
io
n
of
col
l
eg
e
l
earners
’
read
in
g
p
e
rf
o
r
m
a
nce
and
th
e
t
eachi
n
g
o
f
v
o
c
a
b
ul
ary
i
n
t
h
e
ESL
cont
ext
as
w
ell
as
t
he
i
n
t
egration
o
f
l
earn
e
rs’
readi
n
g
motivat
ion in
t
he curriculum.
K
eyw
ord
s
:
A
c
qu
is
iti
on o
f
com
pete
nc
e
R
ead
ing
at
tit
u
d
e
R
ead
ing
mo
t
i
v
at
ion
R
ead
ing
co
mp
reh
e
nsio
n
Vo
c
a
bu
l
a
ry
si
ze
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
S
c
ien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Ro
sal
y
n
Gu
nob
gun
ob
-Mi
r
aso
l
,
D
e
pa
rtme
nt
o
f
Engl
is
h,
R
e
s
e
a
rc
h Cen
t
er
for
S
oc
ial S
c
ie
nce
s
and
Edu
c
a
tion
,
U
n
i
v
ersi
ty o
f
S
a
nt
o
Toma
s,
Espa
na
B
ou
le
v
a
rd,
Mani
l
a
,
Phi
l
i
p
p
i
ne
s.
Em
ail:
rosal
y
n
m
ira
s
ol@gm
a
i
l
.c
om
1.
I
N
TR
OD
U
C
TI
O
N
A
si
g
n
i
f
ica
n
t
deba
te
a
bo
u
t
s
econ
d
a
nd
e
v
e
n
f
ore
i
gn
l
a
n
g
u
age
le
a
rn
ers’
p
oo
r
re
ad
i
n
g
ab
i
l
i
t
y
an
d
w
h
et
her
suc
h
i
ne
ffic
ie
n
t
rea
d
i
ng
ab
i
l
i
t
y
s
ho
u
l
d
be a
scr
i
be
d t
o
tar
g
et
la
n
gua
ge pr
o
fic
i
enc
y
o
r r
eadi
n
g pr
o
b
l
e
ms
to
ok
pla
ce
i
n
t
he
m
i
d
-8
0’s
[
1
].
W
ith
t
oda
y’
s
mil
l
e
n
n
i
a
l
l
e
a
rne
r
s,
t
he
re
i
s
a
l
s
o
a
g
rea
t
d
ebate
a
b
o
u
t
t
h
e
a
r
eas
and t
h
e
se
t
t
i
ng
of
t
he
r
e
a
d
i
ng
enc
o
u
n
t
e
rs
o
f
t
h
e
st
u
d
e
n
t
s
.
A
s
r
e
a
ders
g
et
e
x
pos
ed
t
o
var
i
e
d
r
e
a
di
ng
e
n
co
un
ters
su
ch
a
s
t
h
e
u
s
e
of
o
nli
n
e
re
a
d
i
n
g
sites,
t
he
u
se
o
f
ki
n
d
le
,
o
n
l
in
e
b
ook
s,
a
nd
q
ui
c
k
a
c
c
e
s
s
t
o
s
o
c
i
a
l
me
di
a
su
ch
as
f
a
c
e
b
o
o
k,
t
w
i
t
t
er
,
inst
a
g
ra
m
,
t
in
der
,
w
a
t
tpad,
ask.
fm
,
a
nd
c
ou
n
t
le
ss
socia
l
m
edia
p
la
t
f
orm
s
b
r
o
u
ght
a
bou
t
the
new
ge
ner
a
ti
on
of
r
e
a
der
s
t
od
ay.
Wit
h
t
h
i
s
shi
f
t
from
t
he
p
r
i
nt
s
et
t
i
ng
t
o
d
i
g
i
t
a
l
s
e
tt
i
n
g
,
e
duc
a
t
o
r
s
ar
e
cha
lle
ng
e
d
t
o d
e
te
rmine
w
h
a
t
m
oti
v
a
t
es t
he
re
a
der
s
t
o re
ad.
Rea
d
in
g
i
n
st
r
u
ct
ion
has
fiv
e
c
o
m
po
nen
t
s
w
h
i
c
h
i
n
c
l
ud
e
ph
one
mic
a
w
are
n
ess,
pho
ni
c
s
,
w
o
rd
rec
o
g
n
it
io
n,
v
oca
b
u
l
a
r
y,
a
n
d
c
o
mpr
e
he
nsi
o
n.
O
ne
c
an
no
t
den
y
t
he
f
a
c
t
th
at
t
h
e
se
f
i
v
e
c
o
mp
on
ent
s
a
re
impor
ta
nt.
Th
ese
c
o
mp
one
nts
of
r
ead
i
n
g
in
st
r
u
c
t
i
o
ns
a
llow
th
e
s
t
u
de
nt
s
acq
u
i
re
n
e
c
e
ssary
s
k
i
lls
t
o
be
profic
ie
nt
r
ead
e
r
s.
H
ow
e
v
er,
it
i
s
als
o
i
mpo
r
ta
nt
t
o
co
ns
id
er
t
he
r
ea
d
e
r’s
w
ill
t
o
r
ead.
A
c
c
o
rdi
n
g
to
C
am
bri
a
and
Gu
t
h
rie
[2
],
a
g
o
o
d
r
eade
r
h
as
b
oth
sk
i
l
l
an
d
w
i
l
l
.
T
h
is
f
o
c
u
se
s
on
t
he
m
o
t
i
v
at
i
o
n
to
r
ea
d.
T
he
y
a
g
ree
o
n
the
i
d
ea
t
hat
m
o
tiva
tio
n
t
o
r
ea
d
com
e
s
w
i
t
h
r
ea
ders’
en
jo
yme
n
t
s
,
t
h
e
i
r
w
a
nts,
a
n
d
t
heir
b
e
h
av
i
our
s
t
h
at
enve
l
ope
t
he
a
c
t
o
f
re
adi
n
g.
A
r
eade
r
m
a
y
a
cqu
i
re
i
m
p
o
r
ta
nt
s
k
i
lls
t
o
m
a
ke
s
ense
o
f
t
h
e
te
xt,
b
u
t
w
i
t
h
out
moti
va
t
i
o
n
, s/h
e
ca
nnot
b
ec
o
m
e
a
p
r
ofic
ie
nt
a
nd com
p
et
e
n
t
rea
d
e
r.
Re
a
d
i
n
g
a
tti
tu
de
i
s
de
fi
ne
d
a
s
t
h
e
“
fe
e
l
i
ng
a
bou
t
re
ad
i
ng
t
h
at
res
u
lt
s
in
t
he
a
do
pti
o
n
o
r
a
v
o
i
d
a
n
c
e
of
pos
it
ive
r
ead
i
n
g
ha
b
i
t
s
”
[3].
A
no
ther
d
efin
i
t
i
o
n
o
f
r
ead
in
g
a
t
t
i
t
ude
i
s
“
a
s
ys
tem
of
f
eel
i
ng
re
l
a
t
e
d
to
r
ea
din
g
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Voc
a
b
u
l
ary
s
i
z
e
,
readi
ng m
o
ti
vat
i
on,
rea
d
i
n
g
att
itu
des
a
n
d
read
i
n
g
…
.
(
R
osaly
n
G
u
n
o
b
g
u
nob-
Mi
ras
o
l)
65
w
h
ic
h
cause
s
t
h
e
l
e
arne
r
to
a
ppr
oa
ch
o
r
avoi
d
a
re
adi
n
g
si
tua
t
i
on
”
[4
].
T
h
e
f
o
r
ma
t
i
o
n
o
f
a
stu
d
e
nt
s’
g
ood
rea
d
i
ng
at
ti
tu
d
e
s
tar
t
s
a
t
h
om
e
for
it
is
w
her
e
l
ite
rac
y
a
w
a
ren
ess
be
g
i
ns
[
5]-
[
7].
H
o
me
i
s
als
o
w
here
r
ea
d
i
n
g
moti
va
t
i
o
n
,
or
s
im
ply
m
o
tiv
ati
o
n,
i
s
fos
t
er
ed
a
n
d
e
nha
nc
e
d
.
Mot
i
v
a
t
io
n
is
a
w
ide
l
y
ac
cepte
d
ke
y
fa
ctor
i
n
lan
g
u
age
lea
r
n
i
ng
;
i
t
i
s
t
h
e
i
n
ter
n
a
l
d
ri
ve
t
hat
p
u
s
h
es
s
o
m
eone
t
o
a
c
h
i
e
ve
s
ome
t
h
i
ng
[
8].
M
o
t
i
va
ti
on
is
defi
ne
d
as
“
th
e
perso
n
a
l
goa
l
s
,
des
i
re
s,
a
n
d
inte
n
t
i
o
ns
o
f
a
n
i
n
d
i
v
i
dua
l
[9].
W
he
n
m
o
ti
vat
i
on
i
s
p
u
t
i
nt
o
t
h
e
con
t
e
x
t
o
f
r
ea
din
g
,
it
i
s
d
e
f
i
n
e
d
a
s
“
t
he
i
n
d
i
v
i
d
ua
l’
s
per
s
ona
l
goa
ls,
va
lue
s
,
an
d
be
l
i
e
f
s
w
i
t
h
r
e
g
a
r
d
to
t
h
e
to
pic
s
,
proce
sse
s,
a
nd
ou
tc
o
m
es
o
f
r
eadin
g”
[
9].
It
i
s
said
t
ha
t
“
m
oti
v
ati
o
n
to
r
e
a
d
i
s
a
m
ul
ti
d
i
me
nsio
na
l
conc
e
p
t
w
h
i
c
h
ma
kes
one’
s
c
ho
i
c
e
t
o
c
om
e
from
varie
d
r
e
a
so
ns
[
1
0].
Som
e
r
esea
rche
rs
b
e
lie
ve
t
ha
t
in
tere
st
i
s
c
l
a
s
s
i
f
i
e
d
a
s
i
n
t
r
i
n
s
i
c
m
o
t
i
v
a
t
i
o
n
[
2
]
.
I
t
m
e
a
n
s
i
t
i
s
s
o
m
e
t
h
i
n
g
t
hat
o
n
e
doe
s
for
his
/
he
r
ow
n
sake
[
1
1
]
-
[1
4]
and
rewa
rd
i
s
e
x
cl
u
d
ed
i
n
th
e
idea.
T
h
i
s
i
m
pl
ie
s
t
h
at
t
h
e
r
ea
d
e
r
values
r
e
a
di
ng
be
cau
s
e
h
e/s
h
e
ex
per
i
e
n
ce
s
hi
ghe
s
t
l
e
v
e
l
o
f
c
o
nnec
t
io
n
w
i
t
h
t
he
t
e
x
t
,
h
i
m
self/
h
er
se
lf,
an
d
w
i
t
h
t
he
w
orl
d
.
Re
terls
dorf
e
t
a
l
.
[
15]
em
phas
i
zed
t
h
a
t
re
ad
i
ng
e
n
joym
en
t
repr
esent
s
t
he
a
c
t
i
v
i
t
y-r
e
lat
e
d
c
om
po
ne
nt
o
f
in
tri
n
s
i
c
mo
ti
va
t
i
o
n
.
T
h
is
in
ner mot
i
va
t
i
o
n of the
r
eade
r
s
m
a
y lead to a
bet
t
er
p
er
for
m
anc
e
a
nd
c
o
mpe
t
e
n
c
e
in th
e scho
o
l
. S
t
ude
nt
s
w
h
o
als
o
ha
v
e h
i
g
h
in
t
ri
ns
i
c
m
ot
iv
a
t
i
o
n a
r
e usua
ll
y h
i
g
h
l
y ac
hie
v
i
n
g rea
d
ers [1
6]. Wig
fie
l
d an
d G
u
t
h
rie fo
un
d t
h
a
t
“
s
tude
n
t
s
w
h
o
a
r
e
intr
insica
lly
m
o
t
i
v
a
t
e
d
s
pe
nd
3
0
0
%
m
o
re
time
rea
d
in
g
t
h
a
n
s
tu
de
n
t
s
w
h
o
ha
ve
l
ow
in
t
r
ins
i
c
m
o
tiv
ati
o
n
for
rea
d
ing.
”
Com
p
ar
ed
t
o
te
n
ot
her
m
o
t
i
va
t
i
o
n
s,
i
ntri
nsic
m
oti
v
a
t
io
n
f
o
r
rea
d
i
n
g
w
a
s
most
h
i
g
h
l
y
a
s
soc
i
ate
d
w
i
t
h
w
h
et
her
or
n
ot
s
t
ude
n
t
s
re
ad
w
i
d
e
l
y
a
nd
f
re
que
n
tly
o
n
t
h
e
i
r
ow
n
a
c
c
o
rd
[
1
6
]
.
K
n
o
l
l
[
17]
e
x
p
l
o
red
t
h
e
r
e
l
a
ti
o
n
shi
p
b
et
w
e
en
m
oti
v
at
i
on
a
n
d
re
a
d
i
ng
c
o
m
p
r
e
he
n
s
i
on
i
n
t
e
n
t
h
g
ra
de
En
glis
h/
la
n
gua
ge
a
rts
stu
d
e
n
ts
a
n
d
f
oun
d
a
st
r
ong
r
e
la
t
i
onsh
i
p
be
tw
e
e
n
t
h
e
tw
o
var
i
a
b
le
s.
T
h
i
s
st
ron
g
rela
tio
ns
hip
se
e
m
s
to
i
n
d
i
ca
t
e
t
ha
t
a
foc
u
s
upo
n
t
h
e
m
o
ti
va
ti
o
n
o
f
s
t
ude
n
t
s
w
i
th
l
ow
r
ea
d
i
n
g
s
core
s
w
o
ul
d
be
bene
f
i
cia
l
t
o
t
h
o
s
e
i
ndi
vi
d
u
a
l
s.
G
ive
n
t
h
i
s
in
form
atio
n
th
at
r
e
a
d
i
ng
mot
i
va
t
i
on
of
t
he
l
ea
rner
s
seem
ed
t
o
dec
l
i
n
e
as
t
hey
ap
proa
ch
h
i
g
h
e
r
le
arni
n
g
a
n
d
t
h
at
r
e
a
d
i
n
g
m
o
t
i
v
at
io
n
c
a
n
b
e
a
sso
ci
a
t
ed
t
o
t
h
e
p
e
rfo
rman
ce
o
f
the
l
e
arne
rs,
it
sho
u
l
d
be
o
f
im
porta
nt
c
ons
i
d
era
tio
n
tha
t
t
e
a
c
he
rs
l
o
o
k
i
n
t
o
t
h
e
n
on-c
o
g
n
iti
ve
p
e
rform
anc
e
o
f
the le
ar
ner
s
espe
c
ia
l
l
y
the
i
r rea
d
in
g
at
t
i
t
ude
s a
nd re
adi
ng
m
o
t
iva
tio
n.
Th
is
p
ape
r
l
o
o
k
ed
i
n
t
o
the
n
e
c
e
ssar
y
a
n
d
r
ele
v
a
n
t
deta
ils
o
f
o
u
r
co
l
l
ege
rea
d
ers
t
oda
y
i
n
t
e
r
m
s
o
f
the
i
r
voca
b
ul
a
r
y
size
,
re
ad
i
n
g
at
t
itu
des
r
e
a
d
i
n
g
m
o
t
i
va
t
i
o
n
a
nd
t
he
i
r
r
e
l
a
t
i
ons
h
i
p
w
i
t
h
t
he
ir
r
ea
din
g
com
p
rehe
nsio
n
perf
orm
a
nce
;
t
h
u
s,
p
r
o
v
i
din
g
u
sefu
l
d
e
ta
i
l
s
i
nt
o
th
e
p
r
e
d
i
c
ti
o
n
o
f
co
ll
eg
e
l
e
arn
e
rs
’
re
ad
i
n
g
perform
ance
a
nd
t
he
t
eac
hin
g
o
f
v
o
cab
u
l
ar
y
in
t
he
E
S
L
c
on
te
xt
a
s
w
e
ll
as
t
he
i
n
t
e
g
ra
ti
on
o
f
le
arne
rs’
rea
d
in
g
moti
va
t
i
o
n
i
n
t
h
e
c
u
rric
u
l
u
m.
S
pe
cifica
l
l
y,
t
hi
s
pa
per
de
term
in
ed
t
he
f
o
llow
i
ng
:
(1)
d
i
ff
ere
n
c
e
b
e
t
we
en
m
al
e
and
fe
ma
le
v
o
cabu
l
ar
y
siz
e
;
(
2)
f
a
c
t
o
rs
a
ffe
cti
n
g
voca
b
ula
r
y
si
z
e
;
(
3)
r
e
l
a
tio
ns
hi
ps
a
mo
ng
t
he
d
ime
n
s
i
ons
o
f
moti
va
t
i
o
n
(
4)
r
elati
onsh
i
p
betw
e
e
n
r
e
a
di
ng
a
t
t
itu
de
a
n
d
m
ot
iva
ti
on
(
5
)
d
i
m
en
si
ons
o
f
mo
ti
v
a
ti
on
t
h
a
t
sign
ifica
n
tl
y
af
fec
t
t
he
voc
a
b
ular
y
size
of
t
h
e
s
tu
de
nt
;
(6)
r
e
adi
n
g
at
t
itu
de
s
of
t
he
r
e
s
p
o
n
d
e
n
t
s
;
(7)
di
ffe
renc
e
betw
ee
n
stu
d
e
n
t
s
’
r
eadin
g
att
itu
des
tow
a
r
d
s
a
c
a
d
em
i
c
a
nd
re
cre
a
tiona
l
pur
p
o
se
s
in
p
ri
nt
a
nd
d
i
g
i
t
a
l
env
i
ro
nm
en
ts
;
and (
8
) c
o
rre
l
a
tio
n
betw
ee
n
re
adi
n
g
at
ti
tude
s
in
p
u
rpo
s
es a
nd se
tt
i
ngs.
2.
RESEARCH
M
ETH
O
D
2.1.
Rese
arch
d
esi
g
n
Th
is
p
a
p
e
r
e
mplo
ye
d
qua
n
t
ita
tive
-
de
sc
ri
p
t
i
v
e
ap
pr
oac
h
.
This
i
nvol
v
e
s
c
o
ll
ect
io
n
s
o
f
q
u
a
n
t
i
t
a
t
i
ve
in
form
ation
th
a
t
c
a
n
b
e
ta
b
u
l
ate
d
a
l
o
n
g
a
c
on
tin
u
u
m
i
n
nume
r
ica
l
f
o
r
m
,
such
a
s
scores
o
n
a
t
e
s
t
o
r
the
numbe
r
of
tim
e
s
a
p
erso
n
c
h
o
o
se
s
t
o
u
se
a
-c
erta
i
n
f
ea
tur
e
o
f
a
m
u
lt
i
m
e
d
i
a
p
r
ogr
a
m
,
or
it
c
a
n
d
e
sc
ribe
cat
e
gories of inform
at
i
on s
u
c
h
as ge
nder or pa
t
t
e
rns of
i
n
t
e
r
ac
t
i
on w
h
e
n
u
si
ng tec
h
n
o
lo
g
y
in a gro
up s
i
tua
t
ion
[1
8].
Descr
i
pt
i
v
e
re
se
arc
h
i
n
v
o
l
v
es
g
a
t
her
i
n
g
d
a
t
a
t
h
at
d
es
cr
i
b
e
e
v
en
ts
a
n
d
t
he
n
or
ga
niz
e
s,
t
a
bula
t
e
s
,
d
e
pic
t
s
,
and
de
scribe
s
the
da
t
a
c
ol
lec
t
i
on
[1
9].
2.2.
Sub
j
ect
s
a
nd s
t
udy
s
i
t
e
A
tota
l
o
f
1
2
1
c
o
lle
ge
s
tu
d
e
nt
s
w
e
re
s
urveye
d
t
o
d
e
t
e
r
m
i
ne
t
he
i
r
readi
ng
at
t
itu
de
s
and
rea
d
in
g
moti
va
t
i
o
n
.
Th
ey
w
er
e
als
o
g
ive
n
a
r
ea
d
i
n
g
c
om
pre
h
e
n
sio
n
tes
t
b
efore
the
se
me
st
e
r
e
n
d
e
d
.
O
n
one
h
a
n
d,
t
he
firs
t
ge
nera
ti
on
o
f
c
o
ll
e
g
e
s
t
u
d
e
n
ts
s
eem
t
o
be
a
t
a
mor
e
o
r
le
s
s
h
i
g
h
ri
sk
o
f
b
e
i
n
g
a
cad
emi
c
al
l
y
,
so
ci
ally
,
a
n
d
ec
onom
ica
lly
l
eft
be
h
i
n
d
[
2
0
]
.
B
ec
ause
o
f
t
h
e
i
r
new
e
n
viro
nm
ent
,
firs
t
ye
ar
c
ol
l
e
ge
m
ay
h
a
v
e
hi
g
h
er
a
nx
ie
ty
over t
h
ose
w
h
o
have s
ta
yed in col
le
ge for
m
ore than
a
ye
a
r.
T
h
i
s
sc
enar
i
o
s
ho
uld mo
ve
e
d
u
c
a
t
o
rs to l
ook
i
nt
o
the
i
r
at
t
itu
des
a
nd
mo
t
i
va
t
i
o
n
t
o
be
t
t
er
p
ro
vi
de
qua
lit
y
i
n
stru
c
t
i
o
n
t
o
t
h
e
m.
O
n
t
h
e
othe
r
han
d
,
thir
d
ye
ar
col
l
e
g
e
ha
s
a
l
rea
dy
de
t
e
rm
i
n
e
d
c
har
acte
r
ist
i
cs
a
s
i
n
fl
uenc
ed
b
y
s
oc
ia
l,
p
ar
en
tal,
a
nd
c
og
n
i
t
i
ve
f
a
c
t
o
rs.
A
s
col
l
e
g
e
st
ude
n
t
s
ar
e
g
i
ven
mo
re
a
c
a
dem
i
c
l
o
ads
suc
h
a
s
h
o
m
ework
s,
f
orm
a
tive
a
n
d
su
mm
ative
as
ses
s
me
nt
s
and
t
h
e
like
,
s
t
u
de
n
t
s
s
p
en
d
more
t
im
e
re
adi
n
g
m
a
te
ria
l
s
t
h
at
a
re
a
lrea
dy
i
de
nt
i
f
ie
d
b
y
t
he
i
r
p
r
o
fess
ors.
I
t
migh
t
be
o
f
int
e
r
e
st
t
o
ed
uca
t
ors
to
d
e
t
e
r
mine
w
he
ther
i
n
t
er
est
-rela
t
e
d
rea
d
in
g
is
v
er
y
low
a
m
on
g
t
h
ir
d
yea
r
stude
n
t
s.
This m
a
y
b
e
due
t
o seve
ral
fac
t
or
s
suc
h
a
s ind
i
vi
d
u
al
,
fa
mil
y
,
and soc
i
a
l
r
e
s
p
o
n
s
i
b
il
it
i
e
s [21]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
64
- 7
0
66
2.3.
I
ns
tr
um
e
n
t
a
t
i
o
n
There
w
e
re
t
hre
e
i
nstrum
en
ts
u
se
d
in
t
h
i
s
st
u
dy.
T
he
f
irst
o
ne
wa
s
t
h
e
Ad
o
l
e
s
ce
nt
R
eadi
n
g
Atti
tud
e
s
S
u
r
v
e
y
(
A
R
A
S
)
by
Mic
h
a
e
l
M
cK
e
nna
,
t
h
e
Mo
t
i
va
t
i
o
n
to
R
ea
d
b
y
Wi
g
f
i
eld
,
e
t
a
l
.,
a
n
d
a
re
ad
ing
com
p
rehe
nsio
n
te
xt
w
i
t
h
the
corr
espo
n
d
in
g
r
e
a
d
in
g
c
o
mpr
e
he
nsi
o
n
q
u
e
st
i
o
ns.
The
A
R
A
S
c
onsis
t
s
o
f
1
8
que
st
ions
t
hat
ask
the
r
e
s
p
o
n
d
en
ts
o
f
h
o
w
t
h
ey
f
e
e
l
i
n
si
tu
ati
o
ns
t
ha
t
pe
rt
ain
to
t
he
i
r
p
urpos
es
a
n
d
s
e
t
ti
ng
i
n
t
h
ei
r
re
ad
i
n
g
a
c
t
i
vit
i
es.
Th
e
M
o
ti
va
tio
n
to
R
ead
c
o
n
s
i
st
s
of
5
3
q
uest
i
o
ns,
o
f
w
h
i
c
h
1
1
c
onstruc
ts
w
er
e
i
d
ent
i
f
i
e
d:
r
e
a
d
ing
e
f
fi
ca
c
y
,
re
ad
i
n
g
ch
all
e
n
g
e
,
re
a
d
ing
c
u
ri
o
s
i
t
y,
r
e
a
din
g
i
n
v
o
l
ve
me
nt
,
i
m
porta
nc
e
o
f
rea
d
i
n
g
,
r
e
a
d
i
n
g
w
ork
a
v
oida
nce,
c
om
pe
ti
ti
on
i
n
r
e
a
d
i
n
g
,
r
ecog
n
i
t
i
o
n
f
or
r
e
a
di
ng,
r
ead
i
ng
for
grade
s
,
soc
i
al
rea
s
ons
f
or
r
ea
din
g
,
a
n
d
c
o
m
p
lia
nce.
M
oreo
ve
r,
t
he
s
t
ude
n
t
s
an
s
w
e
red
the
v
o
ca
bu
l
a
ry
s
ize
te
st
a
t
my.
voca
b
u
l
a
r
y
s
i
z
e.
com
to
d
ete
r
mi
ne
t
he
yr
voca
b
ular
y
size
.
The
r
e
s
po
nd
en
t
s
a
ns
w
e
red
t
h
e
re
ad
i
n
g
com
p
rehe
nsio
n
q
u
e
s
t
i
o
n
s
w
e
re
t
e
s
t
e
d
to
f
i
n
d
ou
t
t
h
e
rel
i
a
b
i
lit
y
u
s
i
ng
t
h
e
F
lesch-K
i
nc
a
i
d
G
r
a
d
e
Le
ve
l,
w
ith
the res
u
l
t
of 13
.7
e
qu
iva
l
e
n
t
t
o
c
o
lle
ge le
v
e
l
tex
t
;
a
n
d
T
he SM
O
G
Inde
x,
w
i
t
h the
re
s
u
lt o
f
13.
2, w
hic
h
is
a
l
s
o
e
q
uiv
a
l
e
nt
to
a
co
l
l
e
g
e
l
ev
el
t
ex
t
.
2.4.
Data
gathe
ring
p
roc
e
d
u
re
The
resea
r
che
r
s
sou
g
h
t
perm
issi
on
from
s
ele
c
te
d
s
t
ude
n
t
s
o
f
f
ir
s
t
-
a
nd
th
ir
d-ye
ar
c
o
lle
ge
e
nro
l
l
e
d
i
n
the
U
n
i
v
ersi
t
y
o
f
Sa
n
t
o
To
ma
s.
A
l
etter
o
f
i
nform
e
d
con
s
e
n
t
wa
s
g
ive
n
t
o
th
e
m
a
fter
e
x
p
l
a
i
ni
ng
t
h
e
ob
jec
t
i
v
es
o
f
the
st
ud
y.
T
he
s
urve
y
w
a
s
gi
ven
on
t
h
e
s
ec
on
d
m
o
n
th
o
f
t
h
e
seco
nd
s
eme
s
t
e
r
b
e
ca
u
s
e
d
u
r
i
ng
th
i
s
s
t
a
ge,
t
h
e
st
u
d
e
n
t
s
h
a
v
e
a
l
r
ead
y
ha
d
t
h
e
fee
lin
g
o
f
w
hat
i
t
i
s
t
o
be
a
f
i
r
st-
y
ear
c
ol
lege
o
r
a
th
ird
-
ye
ar
col
l
e
g
e
st
u
d
en
t
.
T
he
f
irst
s
ur
ve
y
a
d
mi
ni
stere
d
w
a
s
t
he
A
R
A
S
by
M
i
c
h
a
e
l
M
c
Ke
n
n
a;
a
w
ee
k
a
f
t
e
r
t
h
e
AR
AS,
the
resea
r
che
r
a
dm
i
n
is
tere
d
the
m
o
ti
vat
i
on
to
r
ea
d
p
r
o
f
i
l
e
.
T
he
r
e
a
d
i
n
g
c
o
m
p
r
e
h
e
n
s
i
o
n
t
e
s
t
s
w
e
r
e
a
d
mi
ni
st
e
r
ed
o
n
t
h
e
se
cond
a
nd
f
ou
rth
mo
n
t
h
of
t
h
e
s
e
m
e
s
t
e
r.
T
h
e
r
e
sul
t
s
w
e
re
t
hen
ta
b
u
la
te
d,
a
n
d
appr
opr
i
a
t
e
sta
ti
stica
l
tes
ts w
er
e em
pl
o
y
e
d
.
3.
RESULT
S
A
N
D
DISCU
SSIO
N
Ta
b
l
e
1
pre
s
e
n
ts
t
he
s
i
g
n
i
fi
cant
di
ffere
n
c
e
b
e
t
w
een
t
he
s
tu
de
nt
s’
g
e
n
de
r
and
voc
a
b
u
l
ary
s
i
ze
.
Inde
pe
n
d
e
n
t
sa
m
p
le
t
-
t
e
s
t
a
n
d
Le
ve
ne’
s
t
es
t
for
e
q
ua
li
ty
w
e
r
e
u
sed
t
o
d
eterm
i
ne
t
he
d
iffe
renc
e
o
n
t
h
e
s
ai
d
v
a
r
i
a
b
l
e
s
,
p
r
e
t
e
s
t
s
c
o
r
e
s
,
a
n
d
p
o
s
t
t
e
s
t
s
c
o
r
e
s
.
R
e
s
u
l
t
s
r
e
v
e
a
l
ed
t
ha
t
t
h
ere
is
no
si
gn
i
f
ica
n
t
di
ffere
n
ce
i
n
t
heir
voca
b
ula
r
y
s
i
z
e
(t(88)
=
-
2
26,
p
>.
05),
pr
etes
t
sc
ores
(
t(3
8
)=
1.13
5,
p
>
.
0
5
),
a
nd
p
os
t
test
s
cor
e
s
(
t
(3
8)=1.
1
7
8
,
p
>
.
05) a
l
l
c
ons
ider
in
g e
q
ual v
a
r
i
a
n
ce
s.
Ta
b
l
e
1.
S
i
gni
fica
n
t
d
iffe
renc
e
in the
v
oca
b
u
l
a
r
y size
an
d
t
e
s
t
s
core
s of
m
a
l
e
a
nd fe
ma
l
e
s
tu
de
nt
s
F
e
m
a
l
e
(
n
=
68)
Ma
l
e
(
n =
22)
Le
ve
n
e
's
Te
s
t
f
o
r E
qua
lity of
Va
r
i
a
n
c
e
s
t-te
st
for E
q
u
a
lity of Mea
n
s
Mea
n
sd
Mea
n
sd
F
Sig.
t
df
S
i
g
. (
2
-
ta
i
l
e
d
)
Mea
n
D
i
f
f
er
en
c
e
Vo
cab
Si
z
e
1135
0.
000
3225.
8
9
8
1152
7.
27
3
3091.
7
9
9
.
018
.
893
-.
226
88
.
822
-
1
7
7
.
273
F
e
m
a
l
e
(
n
=
34)
Ma
l
e
(
n =
6)
Le
ve
n
e
's
Te
s
t
f
o
r E
qua
lity of
Va
r
i
a
n
c
e
s
t-te
st
for E
q
u
a
lity of Mea
n
s
Mea
n
sd
Mea
n
sd
F
Sig.
t
df
S
i
g
. (
2
-
ta
i
l
e
d
)
Mea
n
D
i
f
f
er
en
c
e
P
R
E
RC-
SC
ORE
46.
412
6.
301
43.
167
7.
387
.
606
.
441
1.
135
38
.
263
3.
245
PO
ST
RC
SC
ORE
63.
529
4.
092
61.
333
4.
926
.
216
.
644
1.
178
38
.
246
2.
196
Ta
b
l
e
2
pre
s
e
n
ts
w
hic
h
f
ac
t
o
s
a
f
fec
t
v
oc
abu
l
ar
y
siz
e
.
S
t
epw
i
se
re
gr
essi
on
a
n
a
l
y
s
i
s
i
s
used
t
o
d
e
t
e
rmi
n
e
wh
at
f
act
o
r
s
a
ffe
c
t
t
h
e
v
o
c
a
b
ul
ary
si
z
e
.
R
esu
l
t
s
r
e
v
e
aled
t
ha
t
re
adi
ng
a
tti
tu
d
e
t
owards
p
ri
n
t
ed
e
n
v
i
r
onm
en
t
h
a
s
sig
n
i
f
ica
n
t
po
s
i
t
i
ve
e
f
f
ec
t
t
o
v
o
c
a
b
ulary
siz
e
(F
(1,
8
8
)
=
4
.
003,
p
<.05,
R
2
=
.
04
4).
H
o
w
e
ver,
the
r
e
gre
ssio
n
m
odel
in
dic
a
te
s
t
h
a
t
o
n
l
y
4.4
%
o
f
the
varia
b
i
l
i
t
y
i
n
v
oca
b
ul
a
r
y
s
i
ze
ca
n
be
e
xp
la
i
n
ed
b
y
t
h
e
st
ude
n
t
s’ a
t
t
it
u
d
e tow
a
rds pr
i
n
te
d e
n
vir
onm
e
n
t
.
Ta
b
l
e
2.
Regre
ssi
on a
n
a
l
ys
i
s
o
f r
eadi
n
g a
tti
t
ude a
n
d
v
oca
b
ul
a
r
y
size
M
ode
l
U
n
s
t
an
d
a
r
d
i
zed
C
o
ef
f
i
ci
e
n
t
s
S
t
a
n
da
r
d
i
z
e
d
C
oe
f
f
i
c
ie
n
t
s
t
Sig.
B
S
t
d
. Err
o
r
Bet
a
1
(C
onsta
nt
)
6884.
7
7
9
2277.
4
3
4
3.
023
.
003
Print
989.
173
494.
413
.
209
2.
001
.
049
D
e
p
e
n
d
e
n
t V
a
ri
ab
le:
Vo
c
a
b
S
i
ze
(F
(
1, 8
8
)
=
4
.0
0
3
, p
=
.
0
4
9
, R
2
=
.0
4
4
)
Evaluation Warning : The document was created with Spire.PDF for Python.
Int.
J
. Eva
l
. & Re
s
. Educ
.
IS
S
N
:
2252-
88
22
Voc
a
b
u
l
ary
s
i
z
e
,
readi
ng m
o
ti
vat
i
on,
rea
d
i
n
g
att
itu
des
a
n
d
read
i
n
g
…
.
(
R
osaly
n
G
u
n
o
b
g
u
nob-
Mi
ras
o
l)
67
Ta
b
l
e
3
pre
s
ent
s
t
he
r
e
l
a
tio
ns
h
i
p
am
o
n
g
t
he
d
ime
n
sio
n
s
of
m
o
t
iv
atio
n.
P
e
a
rson
c
o
rre
l
a
t
i
o
n
c
o
eff
i
ci
ent
i
s
u
sed
to
d
e
t
ermi
n
e
i
f
th
e
r
e
a
r
e
si
g
n
if
i
c
ant
re
l
a
t
i
o
ns
hi
p
s
a
m
ong
the
d
i
m
e
nsi
o
n
s
o
f
m
o
t
i
va
t
i
o
n
.
Effic
a
c
y
i
s
s
i
g
n
i
f
ica
n
tly
c
orrela
t
e
d
w
i
th
i
n
v
o
l
ve
me
nt
(r
=
.1
89
,
p
<
.
05)
,
im
po
r
t
a
n
ce
(r
=
.387,
p
<
.
0
1
),
com
p
et
i
tio
n
(
r
=
.
43
0,
p
<
.
0
1
),
a
nd
rec
o
g
n
i
t
i
on
(r
=
.
47
6,
p
<
.
01).
Invo
lvem
en
t
is
s
i
g
nific
a
n
t
l
y
c
orr
e
late
d
w
ith
i
mpor
t
a
n
ce
(r
=
.
28
7,
p
<
.
0
1
)
an
d
re
cog
n
i
t
i
o
n
(
r
=
.
235,
p
<
.
0
1)
.
S
i
gn
i
f
ica
n
t
c
o
rr
elati
on
als
o
e
xi
st
s
betw
ee
n
i
m
por
tanc
e
an
d
c
o
m
p
et
i
tio
n
(r
=
.
3
78,
p
<
.
0
1
),
i
m
porta
nce
an
d
rec
o
g
n
it
io
n
(r
=
.4
86,
p
<
.
01
),
a
nd
com
p
et
i
tio
n
an
d
r
ecog
n
i
tio
n
(r
=
.
6
3
5
,
p
<
.
0
1).
Am
ong
t
h
e dime
n
s
i
o
ns
o
f
m
o
tiva
tio
ns,
o
n
ly in
v
o
lve
m
e
n
t
a
n
d
com
p
et
i
tio
n a
r
e
not s
ign
i
fic
a
n
t
l
y
corr
elate
d
(
r
=
.147,
p
> .05
).
T
a
b
l
e 3.
Corre
la
tio
n
am
ong
th
e dim
e
ns
io
ns
o
f m
o
ti
va
tio
n
(n = 12
1)
Effica
c
y
Inv
o
lvem
e
n
t
I
m
porta
n
c
e
C
o
m
p
e
titi
on
Re
c
ogniti
on
E
ffica
c
y
1
I
n
vo
l
v
emen
t
.
189
*
1
Im
porta
n
c
e
.
387
**
.
282
**
1
C
o
m
p
e
t
i
tion
.
430
**
.1
4
7
.
378
**
1
Re
c
ognit
i
on
.
476
**
.
235
**
.
486
**
.
635
**
1
**.
C
orre
l
a
tion
is
s
i
gnif
i
c
a
n
t
a
t
t
h
e
0
.01
le
v
e
l
(2-
t
a
i
l
e
d)
.
*.
C
orre
l
a
tion
is
s
ignif
i
c
a
n
t
a
t
t
h
e
0.
0
5
l
e
v
e
l
(
2-
ta
il
e
d
)
.
Tab
l
e
4
prese
n
ts
t
he
r
elat
i
ons
hi
p
be
tw
ee
n
re
adi
n
g
a
tti
t
u
des
a
n
d
m
ot
iva
t
i
o
n.
P
ear
son
cor
r
elat
io
n
i
s
u
s
ed
t
o
d
e
t
e
rmi
n
e
i
f
t
h
e
re
i
s
s
i
gn
ifi
c
an
t
rel
a
ti
on
sh
ip
b
et
we
e
n
r
ead
in
g
at
tit
ude
a
n
d
m
o
tiva
t
i
o
n.
R
ea
din
g
att
itu
de
t
ow
ar
ds
a
c
a
d
em
ic
pur
poses
a
n
d
dig
i
tal
e
n
v
i
r
onme
n
t
ar
e
not
s
ig
ni
fica
n
t
l
y
c
orr
e
late
d
w
ith
t
he
dime
n
s
i
o
ns
o
f
m
o
ti
vat
i
o
ns.
H
o
w
e
ver
,
r
e
a
d
i
n
g
a
t
tit
u
d
e
t
o
w
a
rds
r
e
cr
eati
o
na
l
p
u
rp
oses
i
s
s
i
gn
i
f
ica
n
tly
corr
elate
d
w
i
t
h
e
f
fica
c
y
(
r
=
.
2
2
4
,
p
<
.
0
5),
in
v
o
l
v
em
en
t
(r
=
.
4
51,
p
<
.
01)
,
im
por
tance
(r
=
.
2
5
6
,
p
<
.
0
1)
,
com
p
et
i
tio
n
(r
=
.19
7
,
p
<
.05),
a
nd
re
co
g
n
it
io
n
(
r
=
.
3
2
4
,
p
<
.
01).
A
d
d
i
t
i
o
n
al
l
y
,
rea
d
in
g
a
t
tit
ude
t
ow
ard
s
pri
n
te
d
en
v
i
ro
nm
ent
is
s
i
g
nific
a
n
t
l
y
c
orre
lat
e
d
w
i
t
h
e
ffica
c
y
(
r
=
.261,
p
<
.
05),
in
v
o
lve
m
e
n
t
(r
=
.
418
,
p
<
.01),
im
portanc
e
(r
= .
304, p
<
.
01)
, a
nd re
cogn
i
tio
n
(r
=
.
247
,
p < .
01).
Tabl
e 4
.
C
o
rre
lat
i
on
b
et
we
en
d
i
m
e
n
sion
s o
f
m
o
t
iv
ati
o
n
a
nd re
ad
i
ng
a
t
t
i
t
ude
s
Ac
a
d
e
m
ic
R
ecr
eat
i
o
n
a
l
Print
Digi
ta
l
E
ffica
c
y
.
108
.
224
*
.
261
**
.0
1
2
I
n
vo
l
v
emen
t
.
135
.
451
**
.
418
**
.0
6
2
Im
porta
n
c
e
.
102
.
256
**
.
304
**
-.
020
C
o
m
p
e
t
i
tion
.
067
.
197
*
.
145
.0
8
6
R
e
c
ogn
i
tion
.
031
.
324
**
.
247
**
.0
3
5
**.
C
or
re
la
ti
on
i
s
s
i
gnific
a
nt a
t
th
e
0.01
le
v
e
l
(2-ta
ile
d).
*.
C
or
re
l
a
ti
on i
s
s
i
gnific
a
nt a
t
th
e
0.
0
5
l
e
v
e
l
(
2-ta
ile
d).
Ta
bl
e
5
p
r
es
e
n
t
s
w
hi
ch
d
imen
si
o
n
o
f
m
o
t
i
v
at
io
n
aff
ect
s
t
h
e
vo
ca
bul
a
r
y
si
ze
o
f
th
e
st
ud
en
t
s
.
S
t
epw
i
se
r
egr
e
ssion
a
n
al
ys
i
s
i
s
use
d
t
o
de
te
rm
i
n
e
w
h
at
d
im
ens
i
o
ns
o
f
m
o
t
i
va
t
i
o
n
s
i
gni
fic
a
n
t
l
y
a
ffe
ct
t
he
voca
b
ula
r
y
siz
e
of
t
he
s
t
u
d
e
nt.
Res
u
lts
r
eve
a
le
d
tha
t
o
n
l
y
e
f
fi
c
acy
h
as
s
ign
i
fi
ca
nt
p
o
s
it
i
v
e
eff
e
c
t
o
n
voca
b
ula
r
y
s
i
z
e
(
F
(
1,
88)
=
5
.20
7
,
p
<
.
0
5
,
R
2
=
0
.
5
6).
The
pos
i
t
i
ve
e
f
f
ec
t
of
e
ffica
c
y
i
nd
ica
t
e
s
t
hat
hi
g
h
er
leve
l
o
f
e
ff
i
c
ac
y
lea
d
s
to
b
i
g
g
e
r
voc
a
b
ular
y
si
z
e
.
H
o
w
e
ver,
t
he
r
egre
ss
i
o
n
mode
l
s
h
ow
s
t
h
at
o
n
l
y
5.6%
o
f
t
h
e
varia
b
il
ity
i
n v
o
ca
b
u
la
ry size
ca
n be
exp
la
i
n
ed
by ef
fica
cy.
Ta
b
l
e
5.
Regre
ssi
on a
n
a
l
ysis
b
etw
e
e
n
m
ot
iv
ati
o
n and
v
o
ca
bu
lar
y
size.
M
ode
l
U
n
sta
n
d
a
rdiz
e
d
Coe
f
f
ic
i
e
nts
S
t
a
n
d
a
rdize
d
C
o
e
f
f
ic
ie
nts
t
Si
g
.
B
Std
. Er
r
o
r
Be
t
a
1
(C
onsta
nt)
7531.
1
85
1723.
8
79
4.
369
.
000
Ef
f
i
c
acy
1420.
6
81
622.
59
2
.
236
2.
282
.
025
De
p
e
nd
e
n
t
Va
ri
a
b
le
:
V
o
ca
b
Si
z
e
(
F(1
,
88)
=
5
.
207,
p =
.
025,
R
2
=
.0
5
6
)
Tab
l
e
6 pre
s
en
ts t
he ge
n
era
l
d
escr
i
p
ti
o
n
of
t
h
e r
eadin
g a
tti
tu
d
es of t
h
e
st
u
d
e
nt
s.
I
t c
a
n be
no
t
e
d
tha
t
the t
o
p thre
e
it
em
s that
h
a
v
e
garne
r
ed
t
he
m
os
t
pos
iti
ve
a
t
t
i
t
u
des from
the
r
e
spo
nde
n
t
s fe
ll
un
der
t
h
e
Re
cre
a
t
i
ona
l p
u
rp
ose;
a
n
d
t
he
bott
o
m
thre
e fell u
n
d
er
t
he a
ca
de
m
i
c
pur
pos
e.
I
n
gene
ral,
t
ho
ugh,
the
s
t
u
d
e
nts
have
p
os
iti
ve
r
ea
din
g
a
t
tit
ude
(
M = 4.
560
,
sd
=
.
35
2).
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
: 225
2-
882
2
Int.
J
.
Eval. & R
es. Educ.
Vol.
8, No. 1, March
2
019
:
64
- 7
0
68
Tab
l
e
6.
D
escr
i
p
t
i
ve
s
t
a
t
i
s
t
i
c
s of
t
he r
eadi
ng
a
tti
tu
des o
f
t
he
students
Top thre
e
re
sult
Item
N
o.
S
ta
t
e
m
e
nt
P
urpo
se
S
e
t
ting
M
e
a
n
S
d
15
H
ow
do
y
ou fe
e
l
a
bout
b
e
i
ng
on
soc
i
a
l
m
e
d
i
a
lik
e
F
a
c
e
book
o
r
Tw
i
tter
in y
ou
r fr
e
e
time
?
Re
c
r
ea
tion
a
l
Di
g
i
ta
l
5.
111
1
.
040
10
H
ow
do
y
ou fe
e
l
a
bout
t
e
x
t
i
ng
f
r
ie
nd
s
in
y
ou
r
fr
e
e
tim
e?
R
e
c
r
e
a
tion
a
l
Di
g
i
ta
l
4.
966
.
937
8
How
do
y
ou fe
e
l
a
bout
t
a
l
king
wi
th
f
rie
nds
a
bout
s
o
m
e
t
hing
y
o
u've
b
een
r
ead
i
n
g
i
n
yo
u
r
f
r
e
e
t
i
me
?
Re
c
r
ea
tion
a
l
Print
4.
923
1
.
018
B
o
tt
o
m
thr
ee
r
e
s
ult
12
H
ow
do
y
ou fe
e
l
a
bout
w
o
r
king
o
n
a
n
i
n
te
rne
t
p
roje
c
t
w
ith
cl
a
s
s
m
a
t
es
?
Ac
a
d
e
m
i
c
D
ig
it
al
4.
197
1
.
131
7
How
do
y
ou fe
e
l
a
bout
r
e
a
d
i
n
g a
book
online
for
a
c
l
a
s
s
?
A
ca
d
em
i
c
D
i
g
i
t
a
l
4
.
009
1
.
063
3
H
ow
do
y
ou fe
e
l
a
bout
doi
ng
a
re
s
e
a
r
c
h
u
si
ng e
n
cyc
l
op
e
d
i
a
s
(
or
o
t
h
e
r
b
ooks
)
f
o
r
a
c
l
a
ss?
Ac
a
d
e
m
i
c
P
r
i
n
t
3.
923
1
.
035
Tab
l
e
7
prese
n
ts
s
t
ude
n
t
s’
r
e
a
di
n
g
a
t
t
i
t
u
d
e
s
t
ow
a
r
ds
a
ca
de
mic
a
n
d
r
e
c
re
ati
o
nal
p
u
r
pose
s
i
n
pr
int
a
n
d
di
gita
l
e
n
v
i
r
o
nm
ents.
It
c
an
b
e
n
o
te
d
t
h
a
t
t
he
t
op
t
h
r
ee
it
em
s
that
h
a
v
e
ga
rner
ed
t
he
m
ost
p
o
s
iti
ve
a
tt
itu
des
from
t
he
r
esp
o
n
d
e
n
t
s
f
e
ll
u
n
de
r
the
Re
cr
e
a
ti
ona
l
p
u
rp
o
s
e;
a
nd
t
he
b
o
ttom
t
h
re
e
fe
ll
un
der
the
ac
adem
ic
pur
pose.
I
n
ge
ne
ral,
t
he
s
tu
d
e
nt
s
ha
ve
p
osi
t
i
v
e
r
e
a
d
in
g
at
tit
ud
e
(M
=
4
.5
60
,
sd
=
.
35
2).
Th
e
s
t
u
d
e
nt
s
h
a
v
e
sign
ifica
n
tl
y
h
i
gher
l
e
ve
l
o
f
r
eadi
n
g
at
t
itu
de
f
or
r
ecr
eatio
n
a
l
p
urposes
(
M
=4.830,
sd
=
.
6
4
3
)
a
s
c
o
m
p
a
r
e
d
t
o
ac
adem
ic
(
M
=
4.
315,
s
d
=
.634),
(t
(
12
0)
=
9
.5
18,
p
<
.
0
01).
H
o
w
eve
r
,
consi
d
erin
g
t
h
e
e
n
v
i
ronm
en
t,
stude
nt
s’
l
eve
l
o
f
a
t
titude
tow
a
rds
print
e
d
m
a
terials
(
M
=
4
.
5
2
8,
s
d
=
.68
2
)
a
nd
d
i
g
i
t
a
l
m
ater
ia
ls
(
M
=
4
.
564,
sd = .
664)
ar
e
not
s
ig
ni
fic
a
n
tl
y di
ffere
n
t
(t (
120
)
= .
5
4
7
,
p
>
.
05).
Ta
ble
7.
S
igni
fica
nt
d
i
f
fer
e
nc
e
betw
e
e
n st
u
d
e
nt
s’ r
eadin
g a
tti
t
u
d
es t
owa
r
d
s
ac
a
dem
i
c
and
r
e
c
r
eati
ona
l
pur
poses
i
n
pri
n
t
an
d
d
i
g
i
ta
l e
nvir
onm
en
ts
M
ean
sd
P
a
ir
e
d
D
i
f
f
e
r
e
n
ces
t
df
Sig
. (
2
-
ta
il
e
d
)
Mea
n
d
i
f
f
er
en
c
e
sd of
d
i
f
f
er
en
c
e
Std.
Erro
r
Mea
n
95%
C
onfide
n
c
e
I
n
t
e
rv
a
l
o
f
t
h
e
D
i
f
f
er
en
c
e
Lo
w
e
r
Uppe
r
Purpo
s
e
Acad
emi
c
Re
c
r
eat
io
n
a
l
4.
315
.6
3
4
-
.
515
.
595
.
054
-
.
622
-.
408
-
9
.5
18
120
.
000
4.
830
.6
4
3
E
nvir
onm
e
n
t
P
r
int
Dig
i
tal
4.
528
.6
8
2
-
.
037
.
740
.
067
-
.
170
.
096
-
.
547
120
.
585
4.
564
.6
6
4
Ta
b
l
e
8
pre
s
en
ts
t
he
c
or
relat
i
on
be
tw
een
r
e
a
di
n
g
a
tt
it
u
d
es
i
n
p
urposes
and
settings.
I
t
wa
s
f
o
und
out
tha
t
t
her
e
w
as
a
s
ig
n
i
fica
nt
pos
it
ive
corr
el
ati
o
n
be
twe
e
n
and
a
m
ong
t
he
s
tu
de
nts
rea
d
ing
at
t
itu
des
t
o
w
a
rds
pur
poses
a
n
d
e
nv
iro
n
m
e
n
t
.
S
i
gn
i
f
ica
n
t
c
o
r
r
ela
tio
ns
e
x
i
st
b
etw
e
e
n
stu
d
e
n
t
s
’
a
t
t
i
t
ude
t
o
w
a
r
ds
aca
dem
i
c
and
rec
r
ea
ti
o
n
a
l
p
ur
poses
(
r
=
.56
7
,
p
<
0
.
0
1
),
a
tt
itu
de
t
ow
a
r
ds
p
r
i
n
te
d
a
nd
d
i
gi
ta
l
m
a
ter
i
a
l
s
(r
=
.
396,
p
<
.
0
1
)
.
These
in
d
i
ca
te
t
ha
t
t
h
ose
st
u
d
en
ts
w
i
t
h
h
ig
her
l
e
ve
l
o
f
r
ea
din
g
a
t
tit
u
d
e
tow
a
rds
ac
a
d
e
m
ic
purp
o
se
s
ar
e
a
l
s
o
th
ose
w
i
t
h
h
ig
her
le
ve
l
of
r
e
a
d
i
ng
a
tti
tu
de
t
ow
ard
r
ecr
eati
ona
l
p
urp
o
ses
w
h
ic
h
is
t
r
u
e
a
l
s
o
f
or
t
he
a
t
t
i
t
ude
o
f
the
s
t
ude
n
t
s
to
w
a
rd
p
rin
t
e
d
a
nd
d
i
g
i
t
a
l
e
n
vir
onme
n
t
.
S
ign
i
fica
n
t
c
o
rre
l
a
t
i
ons
a
ls
o
ex
is
t
betw
ee
n
st
u
d
e
n
t
s
’
a
t
t
i
t
u
d
e
t
o
w
a
r
d
s
a
c
a
d
e
m
i
c
p
u
r
p
o
s
e
s
a
n
d
p
r
i
n
t
e
d
m
a
t
e
r
i
a
l
s
(
r
=
.
756,
p
<
0
.1);
a
cade
m
ic
pur
po
se
s
a
n
d
d
i
g
ital
ma
terials
(r
=
.80
3
,
p
<
.0
1);
re
cre
a
tiona
l
p
u
r
po
se
s
a
n
d
printe
d
m
a
te
ria
l
s
(
r
=
.
769,
p
<
.
01)
;
an
d
rec
r
ea
t
i
o
n
a
l
pur
poses a
nd d
i
g
ita
l
ma
teria
l
s
(r = .
612,
p
< .01)
.
Tab
l
e
8
.
Corre
l
a
tio
n
betw
ee
n st
ude
n
t
s’
re
a
ding a
t
t
i
t
ude
t
ow
ar
ds
i
n p
u
rp
ose
s
a
nd set
t
i
n
gs
Ac
a
d
e
m
i
c
R
ecr
e
a
t
i
o
n
a
l
Pr
i
n
t
Dig
i
tal
Ac
a
d
e
m
ic
1
Re
cr
eat
i
o
n
a
l
.
565
**
1
Pr
in
t
.
756
**
.
803
**
1
Digita
l
.
769
**
.
612
**
.
396
**
1
**.
C
or
re
l
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a
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for
m
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ce.
G
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r
all
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t
he
r
espo
nde
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s
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p
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at
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Int.
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p
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.
ACKNOW
LEDG
E
MEN
T
S
The
resea
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che
r
s
w
o
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l
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k
e
t
o
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pre
ss
th
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gra
tit
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to
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R
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se
arc
h
C
en
te
r
f
o
r
So
ci
al
S
ci
en
c
e
s
and
Ed
uca
t
i
on o
f
t
he U
nive
rsity
o
f S
a
nt
o Tom
a
s,
M
ani
l
a,
P
hilipp
i
nes
REFE
RENCES
[1]
Al
-Nujaidi
A
.H
.
,
"
T
h
e
relations
hip
betw
een
v
o
c
a
b
u
l
ary
size,
r
ea
di
ng
s
trat
eg
i
e
s,
a
n
d
r
eadi
n
g
co
mprehen
s
i
o
n
of
e
fl
learn
e
rs
i
n
saud
i
Arabi
a
,
"
2
000
,
Ret
r
iev
e
d
f
r
om
h
ttps://
sh
areo
k
.
o
rg/
bitstream/
h
an
dle/
1
124
4
/
44
607/
T
h
e
sis-20
03
D-
A4
52
r.
pdf
?
s
equ
e
nce
=1
&isAll
o
w
e
d=y
on
A
p
r
il 5,
201
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[2]
Cam
b
ria,
J
.
an
d
Gut
h
ri
e,
J
.,
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M
o
tiv
a
ti
ng
a
nd
e
n
g
ag
ing
stu
d
ents
to
r
eading,"
T
h
e
New E
n
g
l
an
d Read
in
g Ass
o
c
i
atio
n
J
o
urna
l
,
vol.
46
(1),
p
p
.
1
6-29
,
2
0
1
0
.
Retri
e
v
e
d
f
r
om
h
tt
p
:
//www
.li
t
era
cy
conn
ects
.
org
/img/2
0
1
3
/
0
3
/
M
o
t
i
v
a
tin
g-an
d
-
eng
a
gi
ng-s
t
u
d
ent
s
-i
n-read
ing
-
Cam
b
ria-G
u
t
h
rie.
p
d
f
on Ap
ril
5
,
2
0
17
.
[3]
Hagan
E.,
"Student
R
eadi
ng
Attitu
des
i
n
R
elat
ion
to
t
he
I
nstruc
tio
n
al
A
pp
roach
,
"
2
013
.
Retriev
e
d
f
r
om
ht
tp:
/
/
w
ww
.nw
m
i
s
sour
i.edu/libra
r
y
/
r
esearchpapers/
2
013/Hagan%20,
%
20El
i
zab
eth.
pdf
on
M
a
y
3,
2017
.
[4]
Al
exander J. and F
iller, R
., "
Att
i
t
u
des
and
rea
d
ing,"
Newark, DE: I
n
ternational
Re
a
d
in
g Assoc
i
at
io
n
, 1
97
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[5]
Coo
k
V
.
,
"Th
e
i
n
f
l
u
ences
o
f
ho
m
e
a
nd
f
amily
o
n
th
e
d
e
vel
opm
en
t
o
f
literacy
i
n
childr
e
n,"
Sc
h
o
o
l
Psy
c
h
olog
y
Revi
ew
,
vol.
9,
p
p.
3
6
9
-3
73,
1
9
8
0
.
[6]
M
o
rro
w
C.,
"
D
evel
opi
ng
y
o
ung
v
o
l
untary
readers:
t
h
e
h
o
m
e
-
th
e
ch
i
l
d
-
the
scho
ol
,
"
Reading
Research
and
I
n
stru
c
t
io
n
, vo
l
.
2
5, pp
.
1
-8
, 1
98
5.
[7]
Go
ve
A
.
and
Cv
eli
c
h
P.
"
Early
re
ad
in
g:
I
g
n
iti
ng
ed
ucati
o
n
f
o
r
a
ll,
a
repo
rt
b
y
t
h
e
early
g
rade
l
ear
n
i
n
g
c
omm
u
n
i
t
y
of
p
racti
ce,
"
2
010
.
Ret
r
iev
e
d
O
c
to
ber
8
,
201
7,
from
http
:
/
/
w
w
w
.
uis.
un
esco.
o
rg:
ht
tp:/
/ww
w
.
u
is
.
u
n
e
sco
.
org
/
E
ducat
io
n
/
Docum
e
nt
s/e
a
rl
y-read
ing
-re
p
o
r
t-go
ve_
c
veli
ch.
p
df
[8]
S
e
nt
urk
B.
,
"EFL
T
urkish
U
ni
ve
rsity
S
t
u
d
e
n
t
s'
A
ttit
udes
an
d
M
o
t
ivat
ion
Towards
R
eading
in
E
nglish,"
Procedia -
S
o
c
i
al an
d
Be
ha
v
i
oral
Sc
ie
nc
e
s
,
v
o
l
.
1
99,
p
p
.
7
04–71
2,
2
0
15.
doi:10
.
10
16
/j.
s
b
s
pro.
2
015
.
0
7
.
6
0
1
[9]
G
u
t
h
r
i
e
J
.
a
n
d
W
i
g
f
i
e
l
d
,
A
.
,
"
E
n
g
a
g
e
m
e
n
t
a
n
d
m
o
t
i
v
a
t
i
o
n
i
n
r
e
a
d
in
g,
"
(R.
Bar
r
,
M.
Ka
mil,
P
.
Mose
n
tha
l
,
&
P.
Pea
rso
n,
Ed
s.)
New York: Lo
ng
ma
n
P
ublis
h
i
ng
,
2
000
.
[10]
Mant
e-
E
s
t
acio
J
.,
"Dimensions
o
f
Reading
Motiva
t
i
o
n
among
Filip
in
o
Bi
ling
u
a
l
s,
"
TE
SO
L
Jou
r
n
a
l,
v
ol
.
7,
pp
.
1
0
-
26
,
2
0
12.
[11]
De
Pa
sq
u
e
S
.
&
Tric
om
i
E.
,
"
E
ffe
c
t
s
o
f
i
n
t
r
i
ns
ic
m
ot
iv
a
t
io
n
on
f
e
e
db
ack
p
roces
si
ng
d
urin
g
learn
i
n
g
,"
Neuro
I
ma
ge
,
vo
l.
119
,
p
p
.
17
5
-
18
6,
2
0
15.
[12]
W
a
n
g
J
.
H.
Y
.
and
G
u
t
h
ri
e
J.
T
.
"M
od
eli
ng
the
ef
f
ect
s
of
i
nt
rin
si
c
m
o
t
i
v
a
ti
on,
e
x
t
ri
nsi
c
m
oti
v
at
ion
,
a
mo
unt
o
f
readi
ng,
a
nd
p
ast
readi
ng
achi
e
vem
e
nt
o
n
t
e
xt
c
o
m
p
r
ehen
si
on
b
et
ween
U
.S
.
and
Ch
ines
e
stu
d
ent
s
,
"
Reading
Res
e
arch
Qu
arte
r
l
y
,
vol.
3
9
,
pp.
16
2
–
1
8
6
,
2
00
4.
[13]
Wi
g
f
iel
d
A
.
an
d
Gu
th
rie
J.
T
.,
"
R
el
ati
ons
o
f
ch
ildren
's
m
otivat
ion
f
o
r
readin
g
t
o
t
he
a
m
o
u
n
t
and
breadt
h
o
r
th
eir
readi
ng,
"
J
o
u
r
n
a
l
o
f
Ed
uc
a
tio
na
l Psy
c
h
olog
y
,
v
o
l
.
8
9
(3),
pp.
4
20-432
,
1
997
.
[14]
N
e
u
g
e
b
a
u
e
r
S
.
"
A
d
a
i
l
y
d
i
a
r
y
s
t
u
d
y
o
f
read
in
g
m
o
ti
vation
i
n
s
i
de
a
n
d
o
u
t
side
o
f
sc
ho
ol:
a
dy
nam
i
c
a
p
p
r
o
a
c
h
t
o
motivation
t
o
r
ea
d,"
L
e
ar
ni
ng
and In
di
v
i
du
a
l
Di
fferen
ces
,
v
ol
.
24
,
p
p
.
152
-15
9
,
2013.
[15]
Retel
s
do
rf
J
.,
K
ö
ll
er
O
.,
M
ö
ller,
J
.
"On
t
h
e
effects
o
f
m
oti
v
at
io
n
on
r
e
a
d
in
g
pe
rfo
r
ma
n
c
e
g
r
owth
i
n
se
c
o
n
d
a
r
y
sc
ho
ol,"
L
e
ar
n
i
n
g
an
d In
st
ru
c
tion
,
vol.
21,
p
p
.
5
5
0
-5
59
,
2
011
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[16]
M
c
Rae
A
.,
an
d
Gu
th
rie,
J
.T.
"
P
ro
m
o
ti
ng
r
eason
s
f
o
r
readin
g:
T
e
a
cher
p
ra
ctices
t
h
a
t
imp
act
m
otivati
o
n
,
"
In
E.
H.
Hi
ebert
(
E
d.)
,
Read
in
g m
o
r
e
, re
a
d
i
n
g better ,
New Y
o
rk: Gui
lfor
d
Pres
s
,
p
p
.
5
5
-76,
200
9.
[17]
Kn
oll
C.,
"The
r
elat
io
n
s
hip
between
m
o
t
iv
ati
o
n
an
d
readi
ng,
"
20
00.
Retrieved
f
r
o
m
ht
tps://p
d
f
s
.sem
a
n
ti
cscholar.o
rg/
a
d8
3/ab
f
9
4
0
e65
ecd4
9
f
d
cab
ee60
d
6
d
c
52
a48
6d1
e.
p
d
f
on
M
a
y
5,
2
0
1
7
[18]
"W
hat
is
d
escripti
ve
r
esearch
?
,
"
Ed
u
c
at
io
na
l Co
mmu
n
i
c
a
tion
s an
d
T
e
c
h
n
o
log
y
,
20
01
.
Retriev
e
d
Jan
u
ary
16,
2
01
8
f
r
o
m
htt
p
://m
e
mb
ers.aect
.org
/edtech/
e
d1
/41
/
4
1
-01.h
t
ml
[19]
Gl
ass
G
.
V
.
and
H
opk
in
s
K
.
D
.,
"S
tati
s
tical
M
e
t
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