Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.2
,
Jun
e
2
015
, pp
. 62
~70
I
S
SN
: 225
2-8
8
2
2
62
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Relevant
Factors in P
r
om
otin
g Reading Acti
vit
i
es in
Element
a
ry S
c
hools
Han
-
Chen Hu
an
g
1
, Y
ao-
Hsu
Tsa
i
2
,
S
h
i
h-H
s
ia
ng
H
u
a
n
g
3
1
Department of
Tourism and MI
CE
, Chung
Hua
University
, Taiw
an
2
Department of
Hospitality
Man
a
ge
ment, Chung
Hua University
,
Taiwan
3
Miaoli County
Renai Elementar
y
S
c
hool, Taiwan
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
Mar 26, 2015
Rev
i
sed
May 17
, 20
15
Accepted
May 27, 2015
In order
to help
students absorb
know
ledge, sch
ools often
cond
uct r
eading
activities. Thoro
ugh
planning an
d
strateg
i
es, ho
wever,
are n
eed
ed to insur
e
the effect of reading promotions, and ma
ke them
a deepl
y
-roo
t
ed
part of life
.
This
s
t
ud
y
ado
p
ted th
e an
al
yti
c
hier
arch
y pro
ces
s
(AHP
) to dis
c
us
s
the
relev
a
nt f
a
ctors in promoting reading activ
iti
es
in
el
em
entar
y
s
c
ho
ols
,
as
we
ll
as
how the r
eadi
ng act
ivit
ies
s
h
o
u
ld be
pushed
fo
rward to in
crease students’
inter
e
st in reading and help them
form good
reading hab
its.
The results
s
howed that th
ere ar
e thre
e k
e
y
s
u
c
ces
s
fac
t
ors
in prom
oting reading
act
iviti
es: (1)
te
a
c
hers’ em
phasis
on and im
plem
e
n
tation
of re
adin
g act
ivit
ies;
(2) the reading
habits of par
e
nts and
ot
he
r fa
m
i
ly
me
mbe
r
s; (3) teachers’
professional kno
wledge
and skills in guid
i
ng th
e
students to
read.
Keyword:
Analytic
Hiera
r
chy Process
El
em
ent
a
ry
Sc
ho
ol
s
Read
ing
Activ
ities
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Y
a
o-
Hsu Tsai,
Dep
a
rtm
e
n
t
o
f
Ho
sp
itality Ma
n
a
g
e
m
e
n
t
,
Ch
ung
Hu
a Univ
ersity, Taiwan
,
70
7,
Sec.
2,
Wu
Fu R
d
.,
H
s
i
n
c
h
u,
Tai
w
a
n
30
0
1
2
,
R
.
O.C
.
Em
a
il: Hap
p
y4g
o
l
f@ch
u.edu
.
tw
1.
INTRODUCTION
Read
ing
und
erlin
es two k
e
y
facto
r
s: read
ing
ab
ility
an
d
read
ing
h
a
b
it.
Du
e to
t
h
e numero
u
s
m
e
d
i
a
avai
l
a
bl
e t
o
da
y
,
get
t
i
ng i
n
f
o
rm
ati
on ha
s be
com
e
easy
.
As a resul
t
,
o
u
r
h
a
bi
t
of
rea
d
i
n
g
has
gra
d
u
a
l
l
y
fade
d
away. Read
i
n
g is n
o
t
on
ly a main
ch
ann
e
l
o
f
ob
tain
ing
kn
owledg
e, bu
t
is also
an
ex
cellen
t
leisu
r
e activ
ity.
Ho
w t
o
f
o
rm
the
habi
t
of
rea
d
i
n
g at
a y
o
u
n
g
a
g
e i
s
a
n
i
m
port
a
nt
i
ssue
.
Although the s
y
llabus of C
h
inese courses in Taiwa
n
explicitly states
that
the teaching of Chines
e
sh
ou
l
d
b
e
fo
cu
sed
arou
nd
read
ing
[1
], t
h
e
av
erag
e sc
ore o
f
Taiwan
ese stu
d
e
n
t
s’
read
in
g literacy h
a
s b
e
en
down in
recent
years, from
16
th
in
20
06
to
23
rd
in
20
09
w
o
r
l
d
w
i
d
e. Th
is is
f
a
r
b
e
h
i
n
d
Sh
an
gh
ai,
K
o
r
ea,
H
ong
K
ong
, Sing
apor
e,
and
Jap
a
n, w
h
ich
r
a
nk
s 1
st
, 2
nd
, 4
th
, 5
th
, a
n
d
8
th
, respecti
v
ely
[2].
The pe
rcenta
ge of Taiwanes
e student
s who read
ex
tracu
rricu
lar b
ook
s du
e to
p
e
rson
interest is j
u
st
24
%, w
h
i
c
h i
s
m
u
ch l
o
wer t
h
an t
h
e i
n
t
e
r
n
at
i
onal
ave
r
ag
e of
40%
[
3
]
.
R
e
gar
d
i
n
g t
h
e
pr
om
ot
i
on o
f
r
eadi
n
g
activities, schools m
u
st find
abs
o
lutely effe
ctive m
e
thods
to guide
st
ude
n
ts’
rea
d
ing.
T
h
ere
f
ore, the a
i
m
of
th
is stud
y is focu
sed
o
n
th
e
follo
wing
two
asp
ects:
(1
)
Clarification
of success fact
or
s
in prom
oting readi
n
g
activitie
s in elem
entary schools.
(2
)
Analysis
of the im
portance
degree
of the
success fact
ors in
prom
oting
readi
n
g activities in elem
entary
schools.
2.
LITERATU
R
E
REVIE
W
Read
ing
is an i
m
p
o
r
tan
t
chan
n
e
l to
co
nvey th
o
u
g
h
t
s. It
is a co
m
p
lica
t
ed
co
gn
ition
p
r
o
cess th
at
requ
ires sk
ills. A read
er m
u
st u
s
e prev
i
o
us
ex
p
e
rien
ce
and k
nowledg
e, an
d
co
m
b
in
e wo
rd
s
with
p
i
ct
u
r
es t
o
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Relevan
t
Fa
cto
r
s in
Promo
tin
g Rea
d
i
n
g
Activities in
Elemen
t
a
ry
S
c
h
o
o
l
(Ha
n
Ch
en
Huan
g
)
63
co
m
p
reh
e
n
d
the co
n
t
en
ts.
Wh
ile read
ing
,
on
e m
u
st u
tilize
in
tellig
en
ce, flu
e
n
t
read
ing
ab
ility, an
d
commo
n
sen
s
e to
fo
rm
read
i
n
g
co
m
p
reh
e
nsion
cap
ab
ilities an
d
ab
so
rb
read
ing
co
n
t
en
ts, m
ean
i
n
g
in
tern
alizatio
n
[4
]
.
Read
ing
is no
t
o
n
l
y a
b
a
sic abilit
y o
f
th
e ci
v
ilized
wo
rld,
but is also
a n
ecessary ab
ility. On
ly with
th
is ab
ility,
can
one
abs
o
rb the
knowle
d
ge
neede
d
i
n
the
vast o
cean
o
f
kn
ow
ledg
e [
5
]-[
7
]
. Th
e
successfu
l
pr
o
m
o
tio
n
of
read
i
n
g
activ
ities lies in
wh
eth
e
r sch
o
o
l
s can
stip
u
l
ate sp
ecific ed
u
cational p
o
licies. Sch
o
o
l
s m
u
st create an
ove
rall plan,
which is then
pushe
d
fo
rward by teachers and pare
nts with c
o
n
certe
d efforts; in this way reading
penet
r
at
es i
n
t
o
dai
l
y
l
i
f
e [8]
.
R
e
gardi
n
g t
h
e
st
rat
e
gi
es fo
r
t
h
e pr
om
ot
i
on of sc
ho
ol
chi
l
d
r
en
’s rea
d
i
n
g,
m
o
st
ele
m
en
tary sch
o
o
l
s i
n
Tai
w
an
h
a
v
e
started
t
o
em
p
h
a
size read
ing
acti
v
ities and
kn
ow t
h
e im
p
o
r
tan
ce
o
f
readi
n
g.
Rega
rding whet
her reading
ac
tivity prom
otions ca
n
be s
u
ccess
f
ul
,
the following
four
fact
ors
must be
di
scuss
e
d:
(1
)
Sch
ool
s:
T
h
e col
l
ect
i
on o
f
s
c
ho
ol
l
i
b
ra
ri
es has a di
rect
im
pact
on t
h
e
facul
t
y
and s
t
ude
nt
s’
willingne
ss to
read. Howeve
r,
schools
’
prom
otion of
readi
n
g activities no
l
o
nge
r
de
pe
nds
on increased libra
ry
co
llectio
n
s
o
r
read
ing
ti
m
e
. By stip
u
l
atin
g
incen
tiv
e m
easures, schools can enha
nce st
ude
nts’ m
o
tives to read
and
hel
p
t
h
e
m
form
t
h
e habi
t
of rea
d
i
n
g. Sc
ho
ol
s ar
e no l
o
nge
r s
i
m
p
l
y
about
i
n
f
u
si
n
g
k
n
o
wl
edge i
n
classroo
m
s
. It i
s
i
m
p
o
r
tan
t
to
cu
ltiv
ate stu
d
e
n
t
s’ cu
ri
o
s
ity, as well as th
e
ab
ility an
d
h
a
bit to
seek
kn
owledg
e.
Th
erefo
r
e, i
n
ord
e
r to
en
h
a
n
c
e ch
ild
ren
’
s in
terest and
cap
ab
ility in
read
ing
,
sch
o
o
l
s m
u
st start to
p
u
s
h
a series
o
f
activ
ities and
strateg
i
es rel
a
ted
to
read
i
n
g
.
W
i
gfield
[9
] su
gg
ested
t
h
at read
ing
is an i
m
p
o
r
tan
t
b
a
sis an
d
indis
p
ensa
ble
tool, a
nd fl
ue
ncy of
readi
n
g determ
ines whet
her
one c
a
n succes
sfully learn during school
educat
i
o
n.
R
e
a
d
i
n
g i
s
n
o
do
u
b
t
t
h
e m
o
st
ess
e
nt
i
a
l
m
eans to see
k
k
n
o
w
l
e
dge
. St
ude
nt
s’
readi
n
g
pe
rf
or
m
a
nce
i
s
an i
m
port
a
nt
i
ndi
cat
o
r
of
sc
ho
ol
s’
ef
fect
i
v
eness.
(2
)
Teachers: Teac
hers should use
va
rious
readi
n
g activities to guid
e
students’ rea
d
ing a
n
d c
u
ltivate
th
eir in
terest i
n
read
ing
.
Stud
en
ts’ learn
i
ng o
f
d
i
ffer
en
t read
ing
sk
ills
mu
st also
b
e
g
u
i
d
e
d. During
read
ing
activity prom
otions in class,
teachers
often
forget a
b
out their role in gui
d
ing, thus, it is diffic
u
lt to im
prove
b
o
t
h
qu
ality an
d
qu
an
tity d
u
r
i
n
g
read
ing
activ
ities [10
]
. Stud
en
ts’ lack
o
f
m
o
t
i
v
a
tio
n
and in
terest in
read
ing,
without
doubt, is anothe
r
obstacl
e for teachers
to
ove
r
co
m
e
whe
n
prom
oting rea
d
ing.
Gam
b
rell [11]
unde
rlined tha
t
teachers, and the
en
vironment they cre
a
te in class,
ar
e be
ne
ficial to stude
n
ts’
readi
ng
beha
viors a
nd
habits. T
h
e most fre
quent
places for child
ren to
borrow books are
of
te
n the
book corners
i
n
classroom
s
, rather t
h
an
from
comm
un
ity o
r
scho
o
l
librari
es. Ch
ildren’s
favo
rite
b
ook
s are also
fro
m
class
b
ook
co
rn
ers.
(3
)
Families: Th
e
first step
in
train
i
ng
ch
ildren
to
read
is
to
arou
se t
h
eir in
terest. Th
e fam
i
ly
en
v
i
ron
m
en
t p
l
ays a cru
c
ial ro
le in
th
e fo
rm
atio
n
of ch
ildren
’
s
read
i
n
g
hab
its [12
]
. To
seize th
e b
e
st ti
m
i
n
g
for students
’ re
ading,
one m
u
st start
with what they are
m
o
st interested
in.
Teachers and parents s
h
ould li
sten
to
ch
ildren
and k
now wh
at is
m
o
st i
m
p
o
r
tan
t
in
ch
ildren’
s eyes. In
ord
e
r to en
ter a ch
ild
’s world
and
talk with
t
h
em
, one m
u
st
fi
rst
u
nde
rst
a
nd t
h
ei
r t
h
o
u
g
h
t
s
[
13]
. R
a
si
n
s
ki
[
14]
poi
nt
ed o
u
t
t
h
at
, i
f
t
h
e pa
re
nt
s ha
v
e
t
h
e
h
a
b
it
o
f
read
i
n
g
boo
k
s
or newspap
e
rs, t
h
eir ch
ildren
will h
a
v
e
m
o
re i
n
terest in
readin
g
activ
ities.
If t
h
e
pare
nt
s ca
n e
n
co
u
r
age
an
d
gui
de c
h
i
l
d
re
n
t
o
rea
d
,
as
wel
l
as p
r
ovi
de
go
o
d
rea
d
i
n
g
en
vi
r
o
nm
ent
s
an
d
resources, th
e
ch
ild
ren
can
hav
e
sign
ifican
t
p
r
o
g
ress in
read
ing
attitu
d
e
an
d
u
n
d
e
rstand
ing
.
If th
e stu
d
e
n
t
s
alread
y h
a
v
e
am
p
l
e read
in
g
activ
ities b
e
fore th
ey g
o
t
o
scho
o
l
, lik
e
read
ing
boo
k
s
and
tellin
g
stories, they can
have
hi
g
h
er sc
ores i
n
rea
d
i
n
g. R
e
ga
rdi
ng
bo
o
k
res
o
u
r
ce
s, chi
l
d
re
n’
s b
o
o
k
s at
hom
e
al
so pl
ay
a rol
e
. For
exam
pl
e, st
ude
nt
s w
ho
ha
ve
ove
r 1
0
0
chi
l
d
r
en
’s b
o
ok ca
n
have
9
0
p
o
i
n
t
s
of
hi
g
h
er
sc
ores t
h
an t
hos
e wi
t
h
l
e
ss t
h
an
1
0
b
o
oks
[
1
5]
.
(4
)
Peers: Stud
en
ts’ read
ing
attitu
d
e
and
read
ing
liter
acy are im
p
o
r
tan
t
factors affectin
g
t
h
eir read
i
n
g
habi
t
s
.
Whe
n
s
t
ude
nt
s have
st
ro
n
g
er rea
d
i
n
g
i
n
t
e
rest
a
n
d b
e
t
t
e
r
rea
d
i
n
g b
e
havi
ors
,
t
h
ei
r sch
ool
pe
rf
or
m
a
nce
ten
d
to b
e
b
e
tter. In th
e same way, th
e
m
o
re in
d
e
p
e
nd
en
t
read
i
n
g
actio
n
s
in
class, th
e
b
e
tter
scho
o
l
p
e
rform
a
n
ce. Read
ing
attitu
d
e
im
p
acts o
n
e
’s willin
gn
ess t
o
read
, and
to
read
con
tinu
o
u
s
ly. Stu
d
e
n
t
s’
read
ing
attitu
d
e
is po
si
tiv
ely related
to
th
ei
r acad
e
mic ach
iev
e
m
e
n
t
and
writin
g perfo
r
m
a
n
ce [16
]
. During
stud
en
ts’
gr
owi
n
g p
r
oce
ss, pee
r
s
pl
ay
an i
m
port
a
nt
r
o
l
e
. T
h
ei
r i
n
fl
u
e
nce,
whi
c
h be
com
e
s i
n
creasi
ngl
y
i
m
port
a
nt
, i
s
n
o
less th
an th
at
of paren
t
s
o
r
teach
e
rs. Peers’ read
ing
b
e
h
a
v
i
or or attitu
de
n
a
tu
rally h
a
s an
i
m
p
act o
n
ch
il
dren’s
readi
n
g
.
They
not
o
n
l
y
obse
r
ve an
d fol
l
ow
t
h
ei
r peers
’
r
eadi
n
g be
havi
or
, but
al
so
ga
i
n
feed
bac
k
t
h
ro
u
g
h
read
i
n
g d
i
scu
s
sio
n
s
as
well.
As a
resu
lt, they are m
o
re willin
g
to
en
gage in
read
i
n
g activ
ities, wh
ich
h
a
s
p
o
s
itiv
e im
p
act o
n
ch
ild
ren
’
s read
i
n
g
b
e
hav
i
or and
m
o
tiv
atio
n
.
M
o
reo
v
e
r, ch
ild
ren can
g
e
t m
o
re b
ook
in
fo
r
m
atio
n
fr
om
th
eir
p
e
er
s
[5
].
3.
R
E
SEARC
H M
ETHOD
Th
is st
u
d
y
ai
m
s
to
d
i
scu
ss
th
e k
e
y
su
ccess factors i
n
p
r
o
m
o
tin
g
read
i
n
g activ
ities in
elem
en
tary
schools.
Litera
ture a
n
alysis and t
h
e
Delphi m
e
thod
were a
d
opted t
o
disc
uss the i
n
dices of
key s
u
ccess
factors
in
p
r
o
m
o
tin
g
read
i
n
g activ
ities in
elem
en
tary sch
o
o
l
s i
n
Taiwan
. An
alytic
h
i
erarch
y p
r
o
cess
(AHP)
was
applied to
clarify the im
porta
n
ce of
the key success
factors
in
prom
oting reading activities.
Evaluation Warning : The document was created with Spire.PDF for Python.
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e
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5 :
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2
– 70
64
3.
1. Rese
arch
to
ol
s
1)
Del
phi
q
u
es
t
i
onnai
r
e
The q
u
est
i
o
nn
ai
re was desi
g
n
ed t
o
det
e
rm
ine t
h
e key
suc
cess fact
or
s i
n
prom
ot
i
ng rea
d
i
n
g
activ
ities in
ele
m
en
tary schoo
ls. Th
e
Delph
i
qu
estion
n
a
i
r
e was
u
s
ed
to co
llect ex
p
e
rt
o
p
i
n
i
on
s i
n
a
r
eason
ab
le and ob
j
ectiv
e m
a
n
n
e
r. Th
e sub
j
ects were th
e ed
u
cation
a
l i
n
s
p
ectors, princi
ples, directors
,
and teache
r
s e
nga
ge
d in the
prom
otion
of re
ad
ing activities, as
well as
rea
d
ing e
ducati
o
n.
The Del
phi
qu
est
i
o
n
n
ai
re re
q
u
i
r
es e
xpe
rt
s t
o
us
e e
v
aluation criteria to
give a score of 1-5
for
each of
t
h
e ke
y
success fact
ors
in prom
oti
n
g
rea
d
in
g act
ivities, as based
on their importance
a
nd
releva
nce. It is designed as
a half closed
que
stio
nn
aire
with
a co
lu
m
n
fo
r “o
th
er sug
g
e
stio
n
s
”. To
pr
o
v
i
d
e re
fere
nce f
o
r i
m
pro
v
em
ent
of t
h
i
s
researc
h
, t
h
e
expe
rt
s p
r
o
v
i
d
e rel
e
vant
s
u
gge
st
i
ons a
n
d
opi
ni
o
n
s
re
gar
d
i
n
g c
r
i
t
e
ri
a a
m
endm
ent
s
i
n
t
h
i
s
c
o
l
u
m
n
.T
hree
r
o
un
ds
o
f
q
u
est
i
o
nnai
r
e
su
rvey
we
re
held. T
h
e
key s
u
ccess
factors
were
ide
n
tified as s
h
own in T
a
ble 1.
Table 1.The hi
erarc
h
y
of
fact
ors in successful rea
d
ing
prom
ot
ion activities
G
oal
Main Evaluat
i
on
Criteria
Secondary Evaluation Crite
r
ia
Key f
actors
in
successfully
Pr
o
m
oting
reading
activities in
ele
m
enta
ry
schools
School facilities and
policies to pro
m
ot
e
reading
-
Form
ulation of effective incentives (
cer
tif
icate of
m
e
r
i
t,
book gifts,
bo
ok
coupo
ns)
.
-
Dr
awing up plan
s and str
a
tegies for
pr
o
m
oting r
eading
-
Holdin
g reading-related activities
a
nd co
m
p
etitions (writing,publication
of boo
k
rev
i
ew)
-
Increased librar
y
collection
-
Enrich
m
e
nt of re
ading software and ha
rdware
facilities
in reading environm
e
n
t
-
Listing reading activities into school curricu
lu
m
(
m
o
r
ning reading, reading course).
Teachers
’
re
ading
teaching, prof
essional
knowledge and ski
lls
-
Teachers’ e
m
pha
sis on and i
m
ple
m
entation of
reading activities
-
Teachers’ professional knowledge, s
k
ills,
and strategie
s
in guiding stu
d
en
ts’
reading
-
Teachers’
reco
m
m
e
ndation of goo
d
books a
nd pro
v
isi
on of reading reso
urces and
inform
a
tion
-
Teachers’ sharin
g of reading experi
ence and guiding s
t
udents to write book
rev
i
ews
-
Teachers’ abilit
y
in creating reading
envi
ron
m
ents
and arranging a book corner in
the classroo
m
Fa
m
i
l
y
’s ro
le
in
pr
o
m
oting r
e
ading
-
Reading habits o
f
par
e
nts or
other
f
a
mi
l
y
me
mb
e
r
s
(
p
r
o
a
c
t
i
v
e
,
f
i
x
e
d
)
-
Subscr
iptio
n to suitable books,
new
s
paper
s
,
and
m
a
gazines
-
Good reading en
viron
m
ent
(light, facilities, books)
-
Fam
ily’
s cultur
a
l backgr
ound (
l
ang
u
age,
r
e
ligious belief)
-
Reductio
n of access to internet and
di
gital products (sm
a
rtphone, tablet,
TV,
co
m
puters
)
-
Fa
m
ily’s re
ading activities (read
ing together, reading party)
One' r
eading behavior
and that of peer
s
-
I
n
ter
action of r
eading behavi
or
s with
peer
s (
r
eco
m
m
en
dation,
invitation)
-
One’
s own r
eading behavior
(
r
ead for
one’
s
own need)
-
Gratification and fulfillm
ent gained
fro
m
reading (read for recognition)
-
Self-confi
d
ence in reading ability
(C
hinese level, co
mprehending ability)
-
Interest in readin
g activ
ities (read for interest)
2
)
AH
P
qu
estio
nn
air
e
AH
P p
r
ovi
des
a fram
e
wo
rk
fo
r a
n
aly
z
ing
q
u
estio
ns.
It
basically layers com
p
licated and
n
o
n
s
tru
c
tural
q
u
e
stio
n
s
in hierarch
ical attrib
u
t
es,
and g
i
v
e
s a sco
r
e to th
e
relativ
e
weigh
t
o
f
each
at
t
r
i
but
e, as
ba
sed o
n
s
u
bject
i
v
e j
u
dgm
ent
s
.
It
sy
nt
het
i
cal
l
y
ju
d
g
es a
nd
det
e
rm
i
n
es whi
c
h
l
a
y
e
r has t
h
e
hi
g
h
est
pri
o
ri
t
y
[18]
-
[
2
2
]
.
T
o
o
b
t
a
i
n
t
h
e i
m
port
a
nce de
g
r
ee of t
h
e key
success fact
or
s i
n
pr
om
ot
i
n
g
readi
ng activit
ies in elem
entary schools
,
this resear
c
h
c
o
vers a
t
o
t
a
l
o
f
20
res
p
on
de
n
t
s, i
n
cl
u
d
i
n
g
2
school ins
p
ect
ors
,
2
pri
n
cipal
s
, 4
di
rectors, and 12
teache
r
s.
Steps of
hierarchy a
n
alysis are speci
fied,
as fo
llo
ws:
(1
)
Estab
lish
p
a
irwise co
m
p
ariso
n
m
a
trix
Suppose t
h
at a
certain layer c
ontains elem
ents
1
A
,
2
A
,
3
A
,
4
A
, ……
n
A
,
wh
ich
weigh
t
s ar
e
1
W
,
2
W
,
3
W
, …
…
n
W
, respectiv
ely, to
estab
lish
th
e
p
a
ir
wise co
m
p
ariso
n
m
a
trix
. Th
e
relativ
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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225
2-8
8
2
2
Th
e
Relevan
t
Fa
cto
r
s in
Promo
tin
g Rea
d
i
n
g
Activities in
Elemen
t
a
ry
S
c
h
o
o
l
(Ha
n
Ch
en
Huan
g
)
65
i
m
p
o
r
tan
c
e between an
y tw
o arbitrary elements
i
A
and
j
A
is re
presented as
j
i
a
, while th
e p
a
i
r
wi
se
com
p
arison
matrix of ele
m
ents
1
A
,
2
A
,
3
A
,
4
A
, …
…
n
A
is
]
[
ij
a
A
. If t
h
e
weig
hts o
f
1
W
,
2
W
,
3
W
, ……
n
W
are
known, the
pairwi
se co
m
p
arison m
a
trix
]
[
ij
a
A
can
be expres
sed, a
s
in E
q
.
(1)
]
[
ij
a
A
=
n
n
n
n
n
W
W
W
W
W
W
W
W
W
W
W
W
Wn
W
W
W
W
W
/
....
/
/
.
....
.
.
/
....
/
/
/
....
/
/
2
1
2
2
2
1
2
1
2
1
1
1
(1)
Whe
r
e
ij
a
=
j
i
W
W
/
,
ji
a
=
i
j
W
W
/
, i,
j=1
,
2
,
……,n
(2
)
Obt
a
i
n
m
a
xim
u
m
ei
genvec
t
or a
n
d ei
ge
n
v
a
l
u
e
Accord
ing
to th
e
p
a
irwise co
m
p
arison m
a
trix
, eig
e
n
v
ect
o
r
and
weigh
t
allo
catio
n
s
co
rresp
ond
ing
to
th
e m
a
x
i
m
u
m
e
i
g
e
n
v
a
l
u
e
can
b
e
o
b
t
ain
e
d
.
M
u
ltip
ly p
a
irwise co
m
p
ariso
n
m
a
trix
A
by each criteri
on wei
ght, the
n
vector
qua
ntity
W
can
b
e
show
n, as i
n
Eq
. (2
).
W
= (
1
W
,
2
W
,
3
W
, …
…
n
W
)
T
A
W
=
n
n
n
n
n
n
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
/
....
/
/
.
....
.
.
/
....
/
/
/
....
/
/
2
1
2
2
2
1
2
1
2
1
1
1
n
W
W
W
.
2
1
=
n
W
W
W
.
2
1
(2
)
Eq
.
(2) represen
ts th
at th
e
v
a
lu
e of
p
a
irwise
co
m
p
ariso
n
m
a
trix
A, m
u
ltip
lied
b
y
W
,
equal
s
th
at o
f
m
u
lti
p
lied
b
y
W
, whic
h m
eans A
W
=
W
. Thus,
is the
eigenvalue
of
A, and the
ei
gen
v
ect
o
r
of
t
h
e
ei
ge
nv
al
ue cor
r
es
po
n
d
i
n
g t
o
pai
r
wi
se
c
o
m
p
ari
s
on
m
a
t
r
ix A.
As
ij
a
is ob
tain
ed
b
y
su
bj
ective ju
dg
m
e
n
t
, it m
u
st v
a
ry a l
ittle fro
m
th
e actu
a
l v
a
l
u
e
of
j
i
W
W
/
in
th
e actu
a
l pairwise co
m
p
ariso
n
. As a
result,
ij
a
j
i
W
W
/
. W
h
e
n
ij
a
ch
ang
e
s sligh
tly, the
eigenvalue
wil
l
change
accordingly.
Wh
e
n
the eige
nvalue
no longer equals
, the
n
remain
s the
main eigenval
ue a
n
d is
very close to the
ei
ge
nval
u
e
of the t
h
eoretical weight. T
h
is
m
eans
max
replaces
, as s
h
ow
n i
n
E
q
.
(
3
)
.
A
W
=
max
×
W
(3)
Step
s
o
f
calcu
l
a
tin
g
th
e m
a
x
i
m
u
m
e
i
g
e
nv
alu
e
are, as fo
llows. M
u
ltip
ly pairwise co
m
p
ariso
n
matrix A
by ei
genvector
W
,
wh
i
c
h ha
s al
rea
d
y
bee
n
obt
ai
n
e
d
,
t
o
get
a
new
v
ect
or
'
W
, as
shown
in
Eq
s. (4
) and
(5)
.
A
W
=
'
W
(4)
Evaluation Warning : The document was created with Spire.PDF for Python.
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22
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e
201
5 :
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– 70
66
n
n
n
n
n
n
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
/
....
/
/
.
....
.
.
/
....
/
/
/
....
/
/
2
1
2
2
2
1
2
1
2
1
1
1
n
W
W
W
.
2
1
=
n
W
W
W
.
2
1
(5)
D
i
v
i
d
e
ev
er
y kn
own
v
ector
by ev
er
y o
r
ig
i
n
al v
ect
o
r
. Th
en, ad
d
up
all th
e resu
lts to
calculate
th
e arith
m
e
tic
mean
v
a
lue, t
h
u
s
,
max
i
s
acq
ui
re
d,
as s
h
o
w
n i
n
E
q
.
(
6
).
max
=
n
1
n
n
W
W
W
W
W
W
....
2
2
1
1
(6
)
(3) C
o
ndu
ct con
s
isten
c
y testing
It
i
s
di
ffi
c
u
l
t
t
o
re
qui
re res
p
on
de
nt
s’ c
onsi
s
t
e
ncy
i
n
pai
r
wi
se com
p
ari
s
ons
, t
h
us, c
o
ns
i
s
t
e
ncy
test is n
e
ed
ed
to
acq
u
i
re th
e
co
nsisten
c
y ind
e
x (C
.I.), thro
ugh
wh
ich
t
h
e con
s
isten
c
y
o
f
th
e p
a
irwise
co
m
p
ariso
n
m
a
trix
, as con
s
ti
tu
ted
b
y
th
e
resp
ond
en
ts
’ ans
w
ers
,
can
be c
h
ecke
d
.
Acc
o
rding to Saaty’s
[2
1]
su
ggest
i
o
ns, C
.
I.=
0
m
e
ans t
h
at
t
h
e j
u
d
g
m
e
nt
s of t
h
e eval
uat
o
rs are
con
s
i
s
t
e
nt
fr
o
m
t
h
e begi
n
n
i
n
g
to
th
e end
,
while C.I.
≦
0.1
means that the
error
va
lue is
acceptable.
In
this way, consi
s
tency can
be
e
n
su
r
e
d
,
as
sh
ow
n in
E
q
.
(7)
.
(a)
C
onsi
s
t
e
ncy
I
n
dex
(C
.
I
.
)
C.I. =
1
max
n
(7)
(b)
Co
n
s
isten
c
y Ratio
(C.R.)
Th
e co
n
s
isten
c
y in
d
e
x
created u
n
d
e
r
d
i
fferent
layers o
f
th
e
p
o
s
itiv
e
recipro
cal m
a
trix
, as
obt
ai
ne
d f
r
o
m
eval
uat
i
o
n cri
t
eri
o
n 1
-
9
,
i
s
a ran
dom
i
ndex
(R
.I.
)
[
21]
.
U
nde
r t
h
e m
a
t
r
ix o
f
t
h
e
sam
e
layer, th
e ratio
o
f
th
e
C.I. v
a
l
u
e and th
e
R.I. v
a
l
u
e is called
th
e
co
nsisten
c
y ratio
(C.R.),
w
h
ich
m
ean
s
C.R. = C.I
.
/
C.R., as shown
in
Eq
.
(
8
)
.
Saaty [
2
1
]
suggested
th
at i
f
C
.
R.
≦
0.
1,
consistency is
within t
h
e acce
ptable le
vel.
C.R. =
I
R
I
C
.
.
(8)
4.
RESULTS
Thr
o
ug
h t
h
e
Del
p
hi
m
e
t
hod
an
d
AH
P, t
h
i
s
st
u
d
y
anal
y
z
ed t
h
e
key
su
ccess fact
ors
i
n
pr
om
ot
i
n
g
readi
ng activit
ies in elem
entary schools
,
a
s
seen
fr
om
t
h
e pers
pect
i
v
e
of
fr
o
n
t
-
l
i
n
e e
ducat
ors
.
D
u
ri
ng t
h
e
p
r
o
cess
of AHP p
a
irwise com
p
ariso
n
,
transitiv
ity o
f
qu
ality an
d
in
ten
s
ity
m
u
st b
e
en
sured
[21
]
-[23
]. As
errors a
r
e inevitable in the actual pro
cess
d
u
e
to
certain
facto
r
s, con
s
ist
e
n
c
y testin
g
is requ
ired
, thu
s
, Satty
[2
1]
ad
vi
sed t
e
st
i
ng c
onsi
s
t
e
n
c
y
by
t
h
e co
ns
i
s
t
e
nce i
nde
x
(
C
.I.
)
an
d c
o
n
s
i
s
t
e
nce rat
i
o
(C
.R
.).
The
res
u
l
t
s
of
co
nsisten
c
y testin
g
are as
shown in
Tab
l
e
2
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Relevan
t
Fa
cto
r
s in
Promo
tin
g Rea
d
i
n
g
Activities in
Elemen
t
a
ry
S
c
h
o
o
l
(Ha
n
Ch
en
Huan
g
)
67
Tab
l
e
2
.
Resu
lts of co
n
s
isten
c
y testin
g
G
oal
Main
Evaluat
i
on
Criteria
C.I.
C.R.
Secondary Evaluation Crite
r
ia
C.I.
C.R.
Key f
actors
in
successfully
Pr
o
m
oting
reading
activities in
ele
m
enta
ry
schools
School facilities
and policies to
pr
o
m
ote r
eading
0.
050
0.
056
Form
ulation of eff
ectiv
e incentives (
certif
icate of
m
e
rit
,
book gi
fts,
boo
k coupo
ns)
.
0.
089
0.
072
Dr
awing up plans and str
a
tegies for
pr
o
m
oting r
eading
Holding reading-related activities and
co
m
p
etitions
(
w
r
iting,
publication of b
ook r
e
view)
Increased libra
ry c
o
llection
Enrich
m
e
nt of rea
d
ing software and
hardware facilities
in r
eading envir
o
n
m
ent
Listing reading act
ivities into school
curriculu
m
(m
or
ning r
eading,
r
eading cour
se)
.
Teachers
’
reading
teaching,
pr
ofessio
n
al
knowledge and
skills
Teachers
’
e
m
phasi
s on and i
m
ple
m
en
tation of
reading
activities
0.
035
0.
031
Teachers
’
professional knowle
dge, s
k
ills, and strategie
s
in guidin
g
students
’
r
eading
Teachers
’
re
co
m
m
endation o
f
goo
d b
ooks and
pr
ovision o
f
r
eading r
e
sour
ces and inform
ation
Teachers
’
sharing
of
read
ing experience and guiding
students to wr
ite book r
e
views
Teachers
’
abilit
y i
n
creating reading
environ
m
ents and
ar
r
a
nging a book cor
n
er
in the classr
o
o
m
Fa
m
i
l
y
’s ro
le
in
pr
o
m
oting
reading
Reading habits of
par
e
nts or
other
fam
i
ly
m
e
m
b
er
s
(p
ro
activ
e, f
i
x
e
d
)
0.
037
0.
030
Subscr
iption to sui
t
able books,
newsp
a
per
s
,
and
m
a
gazines
Good reading envi
ron
m
ent (light, fac
ilities, books)
Fam
i
ly
’ s cultur
a
l
backgr
oun
d (
l
angu
age,
r
e
ligious
belief)
Reduction o
f
access to internet and digital products
(
s
m
a
r
t
phone,
tablet,
T
V
,
co
m
puter
s)
Fa
m
i
l
y
’s
reading a
c
tivities (re
ading together, reading
par
t
y
)
One' reading
behavior
and
that of
peers
I
n
ter
action of r
eading behavior
s with peer
s
(
r
eco
m
m
endation,
invitation)
0.
079
0.
070
One’
s own r
eading behavior
(
r
ead for one’
s
own need)
Gratification and fulfill
m
e
nt
gained f
r
o
m
reading (read
for
r
ecognition)
Self-confidence in
reading
ability (Chinese
level,
co
m
p
rehending ability)
Interest in
reading activ
ities (read for
interest)
Th
e rank
ing
of ov
erall weigh
t
ed
v
a
lu
e and
im
p
o
r
tan
ce
is as sh
own
i
n
Tab
l
e
3
.
The in
flu
e
n
tial
wei
g
ht
s
of t
h
e
fo
ur
m
a
i
n
di
m
e
nsi
o
ns a
r
e
ran
k
ed
as
fol
l
o
ws:
(1
)
Teachers’
rea
d
ing teac
hing, prof
essional
knowledge, a
n
d skills
(2
)
Scho
o
l
facilitie
s
and
po
licies
to
p
r
o
m
o
t
e
readin
g
(3
)
Fam
i
l
y
’s rol
e
i
n
pr
om
ot
i
ng re
adi
n
g
(4
)
One'
rea
d
i
n
g
b
e
havi
or
, as
wel
l
as t
h
at
of
pee
r
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
I
J
ERE
Vo
l.
4
,
N
o
.
2
,
Jun
e
201
5 :
6
2
– 70
68
Tab
l
e
3
.
Th
e relativ
e weigh
t
s
o
f
th
e criteria in
th
e m
o
d
e
l, an
d rank
ing
o
f
t
h
e
weigh
t
s
o
f
all criteria in
th
e
m
odel
G
oal
Main
Evaluat
i
on
Criteria
Weight
Rank
ing
Secondary
Evaluat
i
on Crit
eria
Layer
Weight
Rank
ing
Key f
actors
in
successfully
Pr
o
m
oting
reading
activities in
ele
m
enta
ry
schools
School
facilities and
policies to
pr
o
m
ote
reading
0.294
2
For
m
ulation of
ef
fective incentives (
certif
icate of
m
e
r
i
t,
book gifts,
b
ook cou
pons)
.
0.
242
1
Dr
awing up plans and str
a
tegies for
pr
o
m
oting
reading
0.
172
3
Holding reading-related activities and
co
m
p
etitions
(
w
r
iting,
publication of b
ook r
e
view)
0.
145
4
I
n
cr
eased libr
a
r
y
collection
0.
137
5
E
n
r
i
ch
m
e
nt of r
e
ading so
ftwar
e
and
har
d
war
e
facilities in readin
g environ
m
ent
0.
126
6
Listing reading act
ivities into school
curriculu
m
(m
or
ning r
eading,
r
eading cour
se)
.
0.
178
2
Teachers
’
reading
teaching,
pr
ofessio
n
al
knowledge
and skills
0.338 1
Teachers
’
e
m
phasi
s
on and i
m
ple
m
en
tation of
reading activities
0.
360
1
Teachers
’
professional knowledge, s
k
ills, and
str
a
tegies in guiding students’
r
eading
0.
239
2
Teachers
’
re
co
m
m
endation o
f
goo
d b
ooks and
pr
ovision o
f
r
eading r
e
sour
ces and inform
ation
0.
124
5
Teachers
’
sharing
of
reading experience and
guidin
g
students to
wr
ite book r
e
views
0.
147
3
Teachers
’
abilit
y i
n
creating reading
environ
m
ents
and ar
r
a
nging a book cor
n
er
in the classr
oo
m
0.
130
4
Fa
m
i
l
y
’s
role in
pr
o
m
oting
reading
0.
221
3
Reading habits of
par
e
nts or
other
fam
i
ly
m
e
m
b
er
s
(p
ro
activ
e, f
i
x
e
d
)
0.
317
1
Subscr
iption to sui
t
able books,
newsp
a
per
s
,
and
m
a
gazines
0.
148
4
Good reading envi
ron
m
ent (li
ght, fac
ilities, books)
0.164
2
Fam
i
ly
’ s cultur
a
l
backgr
oun
d (
l
angu
age,
r
e
ligious
belief)
0.
102
6
Reduction o
f
access to internet and digital products
(
s
m
a
r
t
phone,
tablet,
T
V
,
co
m
puter
s)
0.
119
5
Fa
m
i
l
y
’s
reading a
c
tivities (re
ading together,
r
eading par
t
y
)
0.
151
3
One' reading
behavior
and that of
peers
0.
147
4
I
n
ter
action of r
eading behavior
s with peer
s
(
r
eco
m
m
endation,
invitation)
0.
269
1
One’
s own r
eading behavior
(
r
ead for one’
s
own
need)
0.
190
3
Gratification and fulfill
m
e
nt gained fr
o
m
r
eading
(
r
ead for
recognition)
0.
224
2
Self-confidence in
reading
ability (Chinese
level,
co
m
p
rehending ability)
0.
140
5
Interest in
reading activities
(read for
interest)
0.176
4
Th
e ov
erall weig
h
t
ed
v
a
lu
es o
f
k
e
y su
ccess facto
r
s in
p
r
o
m
o
tin
g
read
i
n
g
activ
ities in
ele
m
en
tary
sch
ool
s a
r
e as
sho
w
n i
n
Ta
bl
e 4.
T
h
e fi
rst
1
0
fact
or
s are
ra
nke
d
base
d
o
n
t
h
ei
r i
m
port
a
nc
e as f
o
l
l
o
ws:
(1
)
Teachers’ em
phasis
on and i
m
ple
m
entation of rea
d
ing acti
v
ities
(2
)
R
eadi
n
g habi
t
s
o
f
pare
nt
s or o
t
her fam
i
ly
m
e
m
b
ers
(p
roact
i
v
e, fi
xe
d)
(3
)
Teachers’ professional knowl
e
dge
,
skills,
and
strate
gies in
gui
ding st
ude
nts’ rea
d
ing
(4
)
Fo
rm
u
l
atio
n
o
f
effective in
cen
tiv
es
(certific
at
e of
m
e
ri
t
,
bo
ok
gi
ft
s,
bo
o
k
cou
p
o
n
s
).
(5
)
Good
read
i
n
g
en
v
i
ron
m
en
t (lig
h
t
,
facilities, b
ook
s)
(6
)
Listin
g
read
i
n
g activ
ities in
to
scho
o
l
cu
rric
u
l
u
m
(
m
o
r
n
i
ng
read
ing
,
read
ing
co
urse).
(7
)
Dra
w
i
n
g
u
p
pl
ans a
n
d st
rat
e
g
i
es fo
r
pr
om
ot
ing
rea
d
i
n
g
(8
)
Teachers’ sharing
of readi
n
g
experience
and
gui
ding st
udents to
write book
reviews
(9
)
Family’s read
i
n
g activ
ities (read
ing
tog
e
t
h
er,
read
i
n
g p
a
rty)
(1
0)
Sub
s
cr
i
p
tio
ns t
o
su
itab
l
e
b
ooks, new
s
p
a
p
e
r
s
,
an
d m
a
g
azin
e
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Relevan
t
Fa
cto
r
s in
Promo
tin
g Rea
d
i
n
g
Activities in
Elemen
t
a
ry
S
c
h
o
o
l
(Ha
n
Ch
en
Huan
g
)
69
Tabl
e
4.
Im
por
t
a
nce ra
n
k
i
n
g
of
m
i
nor eval
u
a
t
i
on c
r
i
t
e
ri
a
Evaluation Criter
ia
Weight
Rank
ing
Teachers
’
professional knowledge, s
k
ills, and stra
tegie
s
in guiding stu
d
en
ts’ reading
0.1116
1
1
Reading habits of
par
e
nts or
other
fam
i
ly
m
e
m
b
er
s (
p
r
o
active,
fixed)
0.
0950
6
2
Teachers
’
professional knowledge, s
k
ills, and stra
tegie
s
in guiding stu
d
en
ts’ reading
0.0741
2
3
Form
ulation of eff
ective incentiv
es (cer
tificate of
m
e
r
i
t,
book gifts,
bo
ok
coupo
ns)
.
0.
0663
1
4
Good reading envi
ron
m
ent (li
ght, fac
ilities, books)
0.0491
3
5
Listing reading act
ivities into school
curriculu
m
(m
orni
ng reading, read
ing course).
0.0486
7
6
Dr
awing up plans and str
a
tegies
for
pr
o
m
oting r
eading
0.
0472
4
7
Teachers
’
sharing
of reading experience and
guiding st
udents to write
book reviews
0.0456
5
8
Fa
m
i
l
y
’s
reading a
c
tivities (re
ading
together, reading party)
0.0453
6
9
Subscr
iption to sui
t
able books,
newsp
a
per
s
,
and
m
a
gazines
0.
0443
5
10
Teachers
’
abilit
y
i
n
creating reading
environ
m
ents a
nd
arranging a book corner in the classro
o
m
0.0403
3
11
Holding reading-related activities and
co
m
p
etitions
(w
rit
i
ng, publication o
f
book review)
0.0397
1
12
Teachers
’
re
co
m
m
endation o
f
goo
d b
ooks and pro
v
isio
n
of reading resources a
nd inform
ation
0.0382
9
13
I
n
cr
eased libr
a
r
y
collection
0.
0376
5
14
Reduction o
f
access to internet and digital products
(s
m
a
rtphone, tablet, TV
, co
m
puters)
0.0356
5
15
Enrich
m
e
nt of rea
d
ing so
ftware and
hardware
facilities
in reading environ
m
e
n
t
0.0344
3
16
I
n
ter
action of r
eading behavior
s with p
eer
s (
r
eco
m
m
endation,
invitation)
0.
0312
6
17
Fam
i
ly
’ s cultur
a
l
backgr
oun
d (
l
angu
age,
r
e
ligious belief)
0.
0304
6
18
Gratification and fulfill
m
e
nt gained fro
m
r
eading
(
r
ead for
r
ecognition)
0.
0259
6
19
One’
s own r
eading behavior
(
r
ead for one’
s
own need)
0.
0220
5
20
Interest in
reading activities
(read for
interest)
0.0204
6
21
Self-confidence in
reading ability
(Chinese
level, co
m
p
rehending ability
)
0.0162
7
22
5.
CO
NCL
USI
O
N
Read
ing
ab
ility is o
n
e
o
f
t
h
e m
o
st cru
c
ial facto
r
s in
th
e learn
i
n
g
p
r
o
cess. Read
ing
is th
e b
a
sis wh
ere
all learn
i
ng
st
arts. Th
erefo
r
e, th
e
ab
ility to
read
affects
n
o
t
on
ly schoo
lch
ildren’s st
u
d
y
, bu
t also
affect
s
o
v
e
rall n
a
tion
a
l co
m
p
etit
iv
eness. It is d
e
fin
i
t
e
ly a lin
k
th
at sh
ou
l
d
n
e
v
e
r
be n
e
g
l
ected
in
ele
m
en
tary ed
u
catio
n
and national
de
velopm
ent. The resea
r
ch res
u
lts are as
foll
ows:
Th
ere are fo
ur
k
e
y su
ccess
facto
r
s in
p
r
o
m
o
tin
g
re
ad
ing
activ
ities in
ele
m
en
tary schoo
ls: (1
) scho
o
l
facilities and policies to prom
ote read
i
ng; (2) teachers’ rea
d
ing teaching,
as well as professional knowl
edge
an
d sk
ills; (3)
fa
m
i
l
y
’s ro
le in
p
r
o
m
o
tin
g
read
ing
;
(4)
o
n
e
’s read
ing
b
e
h
a
vio
r
and
t
h
at of
p
eers. Th
ere
were
2
2
seconda
ry factors a
n
alyzed.
W
i
t
h
the hel
p
and
particip
at
i
on o
f
ex
pe
rt
s,
t
h
i
s
st
udy
ra
n
k
ed t
h
e key
fa
ct
ors
affect
i
n
g rea
d
i
ng act
i
v
i
t
y
pro
m
oti
ons t
o
p
r
o
v
i
d
e re
fere
nce
for el
em
ent
a
ry
school
s i
n
p
r
om
ot
i
ng rea
d
i
n
g
.
I
t
ex
p
ects t
h
at read
ing
activ
ities in
elem
en
tary
scho
o
l
s can
b
e
co
ndu
cted
m
o
re effectiv
ely an
d
tak
e
roo
t
, an
d
as
a res
u
l
t
,
sc
ho
ol
chi
l
d
re
n ca
n s
h
ow
ext
r
ao
rdi
n
a
r
y talen
t
s in in
t
e
rn
ation
a
l
readin
g
rating
s
.
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