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13
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ro
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h
a
n
g
e
d
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Re
su
lt
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su
g
g
e
st
th
a
t
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train
in
g
m
a
y
b
e
a
ss
o
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iate
d
with
re
d
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c
ti
o
n
s in
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LA
a
m
o
n
g
d
y
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d
e
n
ts,
t
h
o
u
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h
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a
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sa
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re
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i
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s
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a
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t
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li
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d
with
o
u
t
a
c
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tr
o
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ro
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p
.
K
ey
w
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r
d
s
:
C
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g
Dy
s
lex
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Fo
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I
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R
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atize
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m
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T
h
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s
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n
o
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n
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c
c
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ss
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rticle
u
n
d
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CC B
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C
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A
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Mo
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Ali N
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Dep
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Ps
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Statis
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,
Facu
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E
d
u
ca
tio
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,
Al
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Azh
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Un
i
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Dak
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E
g
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1.
I
NT
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D
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N
Dy
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[
1
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[
2
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.
At
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[
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3
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Dy
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s
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in
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d
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p
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cu
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[
4
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[
5
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.
T
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if
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th
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lan
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is
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s
ig
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if
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tly
co
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is
ed
[
6
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.
Ho
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es
[
6
]
–
[
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
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2
I
n
t
J
E
v
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&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
815
-
825
816
Dy
s
lex
ia
s
ig
n
if
ican
tly
im
p
ac
ts
f
o
r
eig
n
lan
g
u
ag
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ac
q
u
is
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n
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y
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ce
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[
9
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–
[
1
1
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.
T
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[
1
3
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Fu
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[
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4
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1
6
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.
Dy
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lo
g
ical
p
r
o
ce
s
s
in
g
,
ca
u
s
in
g
d
if
f
icu
lty
in
r
ec
o
g
n
izin
g
a
n
d
m
an
ip
u
latin
g
s
p
ee
ch
s
o
u
n
d
s
,
d
ir
ec
tly
af
f
ec
tin
g
r
ea
d
i
n
g
a
n
d
s
p
ellin
g
ab
ilit
ie
s
[
1
7
]
,
[
1
8
]
.
T
h
is
p
h
o
n
o
l
o
g
ical
p
r
o
ce
s
s
in
g
im
p
air
m
e
n
t
is
co
m
p
o
u
n
d
ed
b
y
tem
p
o
r
al
p
r
o
ce
s
s
in
g
d
if
f
ic
u
lties
th
at
af
f
ec
t
th
e
p
r
ec
is
e
s
eq
u
en
cin
g
o
f
s
o
u
n
d
s
an
d
letter
s
,
wh
i
ch
is
cr
u
cial
f
o
r
ac
cu
r
ate
wo
r
d
f
o
r
m
atio
n
an
d
r
ec
o
g
n
itio
n
[
1
9
]
,
[
2
0
]
.
I
t
is
ch
ar
ac
ter
ized
b
y
aty
p
ical
b
r
ain
s
tr
u
ctu
r
e
an
d
f
u
n
ctio
n
in
k
e
y
lan
g
u
ag
e
r
e
g
io
n
s
,
in
clu
d
in
g
r
ed
u
ce
d
ac
tiv
ity
in
t
h
e
lef
t
in
f
er
io
r
f
r
o
n
tal
an
d
m
i
d
d
le
tem
p
o
r
al
g
y
r
u
s
[
2
1
]
.
Ad
d
itio
n
ally
,
in
cr
ea
s
ed
n
eu
r
al
n
o
is
e
an
d
ex
citab
ilit
y
i
n
co
r
tical
n
etwo
r
k
s
d
is
r
u
p
t
th
e
p
r
ec
is
e
tim
in
g
m
ec
h
an
is
m
s
r
eq
u
ir
ed
f
o
r
f
lu
e
n
t
r
ea
d
in
g
a
n
d
ef
f
ec
tiv
e
p
r
in
t
-
s
p
ee
ch
in
teg
r
atio
n
[
2
2
]
.
Gen
etic
f
ac
to
r
s
,
s
u
ch
as
DNAA
F4
,
DC
DC
2
,
an
d
NR
SN1
v
ar
ian
ts
,
af
f
ec
t
b
r
ain
f
u
n
cti
o
n
in
lan
g
u
a
g
e
ar
ea
s
,
i
n
f
lu
en
ci
n
g
d
y
s
lex
ia
s
u
s
ce
p
tib
ilit
y
d
u
e
to
im
p
air
ed
au
d
ito
r
y
atten
tio
n
,
p
r
o
ce
d
u
r
al
lear
n
in
g
,
an
d
n
e
u
r
al
co
n
n
ec
tiv
ity
[
2
3
]
,
[
2
4
]
.
R
ap
id
au
to
m
atize
d
n
am
in
g
(
R
AN
)
is
a
co
g
n
itiv
e
p
r
o
ce
s
s
th
at
in
v
o
lv
es
r
ap
id
v
er
b
al
n
am
in
g
o
f
v
is
u
al
s
tim
u
li
[
2
5
]
,
[
2
6
]
.
R
AN
task
s
m
ea
s
u
r
e
th
e
s
p
ee
d
an
d
ac
cu
r
a
cy
with
wh
ich
in
d
iv
id
u
als
ca
n
n
am
e
s
eq
u
en
ce
s
o
f
v
is
u
ally
p
r
esen
ted
,
well
-
k
n
o
wn
item
s
,
ef
f
ec
tiv
ely
r
ef
lecti
n
g
th
e
ef
f
icien
cy
o
f
v
is
u
al
-
v
er
b
al
in
teg
r
atio
n
an
d
o
v
er
all
p
r
o
ce
s
s
in
g
s
p
ee
d
[
2
7
]
,
[
2
8
]
.
Dis
tin
g
u
is
h
ed
f
r
o
m
p
h
o
n
o
lo
g
ical
awa
r
en
ess
,
R
AN
p
r
o
v
id
es
u
n
iq
u
e
p
r
ed
ictiv
e
in
f
o
r
m
atio
n
ab
o
u
t
r
ea
d
in
g
f
lu
en
c
y
an
d
is
a
r
o
b
u
s
t,
in
d
ep
en
d
e
n
t
p
r
e
d
icto
r
o
f
r
ea
d
in
g
d
i
f
f
icu
lties
,
in
clu
d
in
g
d
y
s
lex
ia
[
2
6
]
.
T
h
e
p
r
ed
ictiv
e
v
alid
ity
o
f
R
AN
ex
ten
d
s
co
n
s
is
ten
tly
ac
r
o
s
s
d
if
f
e
r
en
t
lan
g
u
ag
es
an
d
o
r
th
o
g
r
ap
h
ic
s
y
s
tem
s
,
s
u
g
g
esti
n
g
th
at
it
ca
p
tu
r
es
u
n
iv
er
s
al
co
g
n
itiv
e
m
ec
h
an
is
m
s
th
at
ar
e
ess
en
tial
f
o
r
s
u
cc
ess
f
u
l r
ea
d
in
g
d
e
v
elo
p
m
e
n
t
[
2
9
]
–
[
3
1
]
.
R
esear
ch
h
as
co
n
s
is
ten
tly
d
e
m
o
n
s
tr
ated
th
at
R
AN
p
er
f
o
r
m
an
ce
s
h
o
ws
a
r
o
b
u
s
t
co
r
r
el
atio
n
with
r
ea
d
in
g
ab
ilit
ies,
p
ar
ticu
lar
ly
r
ea
d
in
g
f
lu
e
n
cy
r
ath
er
th
a
n
ac
cu
r
ac
y
,
ac
r
o
s
s
d
iv
er
s
e
lin
g
u
is
tic
co
n
tex
ts
[
2
9
]
,
[
3
2
]
,
[
3
3
]
.
T
h
is
r
elatio
n
s
h
ip
is
m
ed
iated
b
y
g
e
n
er
al
p
r
o
ce
s
s
in
g
s
p
ee
d
a
n
d
r
a
p
id
v
is
u
al
-
v
er
b
al
m
ap
p
i
n
g
ab
ilit
ies,
wh
ich
r
ep
r
esen
t
f
u
n
d
am
en
tal
co
m
p
o
n
en
ts
o
f
lan
g
u
ag
e
p
r
o
ce
s
s
in
g
ef
f
icien
cy
[
3
4
]
,
[
3
5
]
.
No
tab
l
y
,
th
e
R
AN
-
r
ea
d
in
g
co
r
r
elatio
n
r
em
ain
s
co
n
s
is
ten
t
ac
r
o
s
s
d
iv
er
s
e
lan
g
u
ag
es
an
d
b
ilin
g
u
al
p
o
p
u
latio
n
s
,
in
d
icatin
g
th
at
d
o
m
ain
-
g
en
er
al
c
o
g
n
itiv
e
m
ec
h
an
is
m
s
d
r
iv
e
th
is
r
elatio
n
s
h
ip
,
n
o
t la
n
g
u
ag
e
-
s
p
ec
if
ic
s
k
ills
[
3
6
]
,
[
3
7
]
.
Fo
r
eig
n
lan
g
u
ag
e
an
x
iety
(
FLA
)
is
co
n
ce
p
tu
alize
d
in
ed
u
ca
tio
n
al
p
s
y
c
h
o
lo
g
y
as
a
d
is
tin
ct,
s
itu
atio
n
-
s
p
ec
if
ic
f
o
r
m
o
f
a
n
x
iety
th
at
is
ex
p
licitly
ex
p
er
ien
ce
d
d
u
r
in
g
s
ec
o
n
d
la
n
g
u
ag
e
ac
q
u
is
itio
n
,
ch
ar
ac
ter
ized
b
y
ten
s
io
n
,
a
p
p
r
eh
en
s
io
n
,
a
n
d
f
ea
r
in
b
o
th
cl
ass
r
o
o
m
an
d
co
m
m
u
n
icativ
e
co
n
tex
ts
[
3
8
]
,
[
3
9
]
.
T
h
is
co
n
s
tr
u
ct
en
co
m
p
ass
es
f
o
u
r
co
r
e
d
im
e
n
s
io
n
s
:
co
m
m
u
n
icatio
n
ap
p
r
eh
e
n
s
io
n
,
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
,
test
an
x
iety
,
an
d
an
x
iety
s
p
e
cif
ic
to
th
e
tar
g
et
lan
g
u
ag
e
(
co
n
ce
p
tu
alize
d
in
itially
as
“
a
n
x
iety
in
E
n
g
lis
h
”
)
[
4
0
]
,
[
4
1
]
.
FLA
is
p
r
im
ar
ily
ass
es
s
ed
u
s
in
g
th
e
f
o
r
eig
n
lan
g
u
ag
e
class
r
o
o
m
an
x
iety
s
ca
le
(
FLCAS
)
,
a
w
id
ely
v
alid
ated
3
3
-
item
s
elf
-
r
ep
o
r
t
in
s
tr
u
m
en
t,
with
a
r
eliab
le
8
-
item
s
h
o
r
t
f
o
r
m
(
S
-
FLCAS
)
also
av
ailab
le
f
o
r
ef
f
icien
t a
s
s
ess
m
en
t p
u
r
p
o
s
es
[
4
2
]
,
[
4
3
]
.
E
m
p
ir
ical
r
esear
ch
h
as
co
n
s
is
ten
tly
d
em
o
n
s
tr
ated
th
at
FLA
ex
h
ib
its
a
m
o
d
er
ate
n
e
g
ativ
e
co
r
r
elatio
n
with
ac
ad
em
ic
ac
h
iev
em
en
t
ac
r
o
s
s
v
ar
io
u
s
lan
g
u
a
g
e
lear
n
in
g
co
n
tex
ts
an
d
s
k
ill
ar
ea
s
,
in
clu
d
in
g
r
ea
d
in
g
,
wr
itin
g
,
lis
ten
in
g
,
a
n
d
s
p
ea
k
in
g
[
3
8
]
,
[
4
1
]
,
[
4
4
]
.
T
h
is
d
etr
im
en
tal
r
elatio
n
s
h
ip
b
e
co
m
es
p
ar
ticu
lar
ly
p
r
o
n
o
u
n
ce
d
in
h
i
g
h
-
s
tak
es
t
esti
n
g
s
itu
atio
n
s
an
d
am
o
n
g
s
tu
d
en
ts
with
lo
wer
s
elf
-
ef
f
icac
y
b
elief
s
[
4
1
]
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
an
x
iety
an
d
p
er
f
o
r
m
an
ce
ca
n
r
es
u
lt
in
d
ec
r
ea
s
ed
willin
g
n
ess
t
o
co
m
m
u
n
icate
an
d
in
cr
ea
s
ed
co
m
m
u
n
icatio
n
a
p
p
r
eh
en
s
io
n
[
4
5
]
,
[
4
6
]
.
Dy
s
lex
ic
s
tu
d
en
ts
en
co
u
n
ter
m
u
ltifa
ce
ted
ch
allen
g
es
wh
e
n
ac
q
u
ir
in
g
f
o
r
ei
g
n
lan
g
u
ag
es,
p
r
im
ar
ily
s
tem
m
in
g
f
r
o
m
f
u
n
d
am
en
tal
d
ef
icits
in
p
h
o
n
o
lo
g
ical
p
r
o
ce
s
s
in
g
an
d
o
r
th
o
g
r
ap
h
ic
r
e
p
r
esen
tatio
n
.
T
h
ese
lear
n
er
s
co
n
s
is
ten
tly
s
tr
u
g
g
le
with
id
en
tify
i
n
g
a
n
d
d
if
f
er
en
tiatin
g
s
o
u
n
d
s
an
d
letter
s
,
r
ec
o
g
n
izin
g
w
o
r
d
p
atter
n
s
,
an
d
ap
p
ly
i
n
g
g
r
am
m
atica
l
an
d
s
p
ellin
g
r
u
les
ef
f
ec
tiv
ely
[
4
7
]
,
[
4
8
]
.
Ad
d
itio
n
a
lly
,
th
ey
e
x
p
er
ien
ce
p
r
o
n
o
u
n
ce
d
d
if
f
icu
lties
with
ac
cu
r
ate
wo
r
d
r
ec
o
g
n
itio
n
,
p
o
o
r
s
p
ellin
g
ab
ilit
ies,
an
d
co
m
p
r
o
m
is
ed
d
ec
o
d
in
g
s
k
ills
,
wh
ich
s
ig
n
if
ican
tly
im
p
ac
t
th
eir
r
ea
d
in
g
f
l
u
en
cy
an
d
o
v
er
all
co
m
p
r
eh
en
s
io
n
[
1
2
]
,
[
4
9
]
.
T
h
ese
p
h
o
n
o
lo
g
ical
awa
r
en
ess
d
ef
ici
ts
cr
ea
te
p
er
s
is
ten
t b
ar
r
ier
s
to
s
u
cc
ess
f
u
l la
n
g
u
ag
e
ac
q
u
is
itio
n
.
T
r
ad
iti
o
n
al
f
o
r
ei
g
n
l
a
n
g
u
ag
e
tea
ch
in
g
m
e
th
o
d
s
o
f
te
n
f
a
il
t
o
ca
t
er
t
o
t
h
e
u
n
i
q
u
e
le
ar
n
in
g
n
e
ed
s
o
f
d
y
s
le
x
i
c
le
ar
n
e
r
s
d
u
e
t
o
t
h
e
ir
r
eli
a
n
ce
o
n
u
n
i
f
o
r
m
i
n
s
t
r
u
ct
io
n
al
a
p
p
r
o
a
c
h
es
.
T
h
es
e
m
et
h
o
d
s
o
f
te
n
l
ac
k
d
i
f
f
er
e
n
ti
ati
o
n
o
r
i
n
cl
u
s
i
v
e
s
tr
a
te
g
ies
,
c
r
e
ati
n
g
b
a
r
r
ie
r
s
t
o
ef
f
e
cti
v
e
l
a
n
g
u
ag
e
ac
q
u
is
i
ti
o
n
[
4
9
]
,
[
5
0
]
.
Fu
r
th
er
m
o
r
e
,
f
o
r
eig
n
lan
g
u
a
g
e
teac
h
er
s
o
f
ten
lack
ad
eq
u
ate
awa
r
en
ess
an
d
tr
ain
in
g
r
eg
ar
d
in
g
d
y
s
lex
ia,
lim
itin
g
th
eir
ab
ilit
y
to
im
p
l
em
en
t
ef
f
ec
tiv
e
a
d
ap
tatio
n
s
lik
e
m
u
ltis
en
s
o
r
y
in
s
tr
u
ctio
n
o
r
in
d
i
v
id
u
alize
d
s
u
p
p
o
r
t
s
tr
ateg
ies
[
4
9
]
,
[
5
1
]
.
T
h
e
s
e
t
r
a
d
i
t
i
o
n
a
l
a
p
p
r
o
a
c
h
e
s
,
o
f
t
e
n
b
a
s
e
d
o
n
r
o
te
m
e
m
o
r
i
z
ati
o
n
an
d
s
tan
d
ar
d
ize
d
task
s
,
f
ail
to
ad
d
r
ess
th
e
co
r
e
c
h
allen
g
es d
y
s
lex
ic
s
tu
d
en
ts
f
a
ce
in
f
o
r
ei
g
n
lan
g
u
ag
e
c
o
n
tex
t
s
[
4
7
]
,
[
5
2
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f ra
p
id
a
u
t
o
ma
tiz
ed
n
a
min
g
o
n
f
o
r
eig
n
la
n
g
u
a
g
e
a
n
xiety
a
mo
n
g
…
(
A
b
d
ela
z
iz
A
b
d
elfa
tta
h
E
lfeky
)
817
W
h
ile
ex
ten
s
iv
e
r
esear
ch
h
as
f
ir
m
ly
estab
lis
h
ed
R
AN
as
a
r
o
b
u
s
t
p
r
ed
icto
r
o
f
r
ea
d
in
g
d
if
f
icu
lties
an
d
f
lu
en
c
y
ac
r
o
s
s
v
ar
io
u
s
p
o
p
u
latio
n
s
[
3
1
]
,
[
3
4
]
,
[
5
3
]
,
th
er
e
r
em
ain
s
a
n
o
tab
le
g
a
p
in
th
e
liter
atu
r
e
d
ir
ec
tly
ex
am
in
in
g
th
e
r
elatio
n
s
h
ip
b
et
wee
n
R
AN
p
er
f
o
r
m
an
ce
an
d
a
n
x
iety
lev
els.
C
u
r
r
en
t
r
esear
ch
p
r
im
ar
ily
f
o
cu
s
es
o
n
R
AN
’
s
ass
o
ciatio
n
s
with
p
h
o
n
o
lo
g
ical
p
r
o
ce
s
s
in
g
,
r
e
ad
in
g
ac
cu
r
ac
y
,
f
u
tu
r
e
r
ea
d
i
n
g
p
er
f
o
r
m
an
ce
an
d
ar
ith
m
etic
s
k
ills
[
5
4
]
–
[
5
7
]
,
w
h
ile
s
tu
d
ies
in
v
esti
g
atin
g
em
o
tio
n
al
f
ac
to
r
s
an
d
th
eir
in
ter
ac
tio
n
s
with
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
r
em
ain
lim
ited
.
D
esp
ite
R
AN
s
tr
o
n
g
p
r
ed
ictiv
e
v
alid
ity
,
n
o
s
tu
d
ies
h
av
e
ex
p
lo
r
ed
h
o
w
an
x
iety
lev
els
m
ig
h
t
in
f
lu
en
ce
R
AN
task
p
er
f
o
r
m
a
n
ce
o
r
h
o
w
R
AN
in
ter
v
en
tio
n
s
m
ig
h
t
im
p
ac
t
an
x
iety
lev
els,
h
ig
h
lig
h
tin
g
a
cr
itical
r
esear
ch
g
ap
in
u
n
d
e
r
s
tan
d
in
g
t
h
e
ef
f
e
ct
o
f
R
AN
in
ter
v
en
tio
n
s
tr
ateg
ies o
n
f
lu
en
c
y
.
Un
d
er
s
tan
d
in
g
th
e
r
elatio
n
s
h
i
p
b
etwe
en
R
AN
an
d
FLA
in
d
y
s
lex
ic
s
tu
d
en
ts
is
cr
u
cial
f
o
r
d
ev
elo
p
in
g
ef
f
ec
tiv
e
ed
u
ca
tio
n
al
i
n
ter
v
en
tio
n
s
.
R
AN
d
ef
icits
p
r
ed
ict
r
e
ad
in
g
d
if
f
icu
lties
an
d
ar
e
a
u
n
iv
er
s
al
m
ar
k
e
r
o
f
d
ev
elo
p
m
e
n
tal
d
y
s
lex
ia
[
5
8
]
.
Dy
s
lex
ic
s
tu
d
en
ts
o
f
te
n
e
x
h
ib
it
elev
ated
FLA
le
v
els,
wh
ich
wo
r
s
en
ac
ad
em
ic
ch
allen
g
es
an
d
h
in
d
er
la
n
g
u
ag
e
lear
n
in
g
o
u
tco
m
es
[
5
9
]
.
An
x
iety
,
co
m
b
in
ed
wit
h
R
AN
p
r
o
ce
s
s
in
g
d
if
f
icu
lties
,
ca
n
im
p
air
co
g
n
itiv
e
ef
f
icien
c
y
a
n
d
em
o
tio
n
al
well
-
b
ein
g
d
u
r
in
g
lan
g
u
ag
e
a
cq
u
is
itio
n
[
6
0
]
.
B
y
ex
am
in
in
g
th
ese
f
ac
to
r
s
s
y
s
tem
atica
lly
,
ed
u
ca
to
r
s
ca
n
im
p
lem
en
t
tar
g
eted
in
ter
v
en
tio
n
s
ad
d
r
ess
in
g
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
d
o
m
ain
s
,
s
u
p
p
o
r
tin
g
d
y
s
lex
ic
s
tu
d
en
ts
'
ac
ad
em
ic
s
u
cc
ess
an
d
r
e
d
u
cin
g
b
ar
r
ier
s
to
f
o
r
ei
g
n
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
is
s
t
u
d
y
in
v
esti
g
ates
th
e
ef
f
ec
tiv
e
n
ess
o
f
R
AN
tr
ain
i
n
g
as
a
ta
r
g
eted
i
n
ter
v
en
tio
n
s
tr
ateg
y
f
o
r
r
ed
u
cin
g
FLA
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
.
T
h
e
p
r
o
p
o
s
ed
1
0
-
wee
k
p
r
o
g
r
a
m
aim
s
to
ad
d
r
ess
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
c
h
allen
g
es
th
at
co
n
tr
i
b
u
te
to
h
eig
h
te
n
ed
an
x
iety
i
n
lan
g
u
ag
e
lear
n
in
g
c
o
n
tex
ts
.
T
h
e
f
in
d
in
g
s
co
u
ld
c
o
n
tr
ib
u
te
to
d
ev
elo
p
in
g
e
v
id
en
ce
-
b
ased
in
ter
v
en
tio
n
s
tr
ateg
ies
s
p
ec
if
ically
d
esig
n
ed
f
o
r
d
y
s
lex
ic
lear
n
er
s
in
f
o
r
eig
n
la
n
g
u
ag
e
co
n
tex
ts
.
2.
M
E
T
H
O
D
2
.
1
.
Study
des
ig
n
T
h
e
s
tu
d
y
em
p
lo
y
e
d
a
s
in
g
le
-
g
r
o
u
p
p
r
etest
-
p
o
s
ttes
t
-
f
o
llo
w
-
u
p
q
u
asi
-
ex
p
e
r
im
en
tal
d
esig
n
to
ex
am
in
e
th
e
ef
f
ec
tiv
en
ess
o
f
R
AN
tr
ain
in
g
o
n
FLA
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
.
W
h
ile
ac
k
n
o
wled
g
i
n
g
th
at
th
e
ab
s
en
ce
o
f
a
co
n
tr
o
l
g
r
o
u
p
r
ep
r
esen
ts
a
s
ig
n
if
ican
t
m
eth
o
d
o
lo
g
ical
lim
itatio
n
af
f
ec
tin
g
in
ter
n
al
v
alid
ity
,
th
is
d
esig
n
was
s
elec
ted
d
u
e
to
eth
ical
co
n
s
id
er
atio
n
s
r
eg
ar
d
in
g
with
h
o
ld
in
g
p
o
ten
tially
b
en
ef
i
cial
in
ter
v
en
tio
n
s
f
r
o
m
d
y
s
lex
ic
s
tu
d
en
ts
an
d
p
r
ac
tical
co
n
s
tr
ain
ts
with
in
th
e
r
u
r
al
s
ch
o
o
l
s
ettin
g
.
T
h
e
d
esig
n
in
clu
d
ed
p
r
e
-
in
ter
v
en
tio
n
b
aselin
e
ass
ess
m
en
t,
im
m
ed
iate
p
o
s
t
-
in
ter
v
en
t
io
n
ass
ess
m
en
t
with
in
o
n
e
w
ee
k
,
an
d
f
o
llo
w
-
u
p
ass
es
s
m
en
t
8
wee
k
s
p
o
s
t
-
in
ter
v
en
tio
n
to
ev
alu
ate
b
o
th
im
m
e
d
iate
tr
ea
tm
en
t e
f
f
ec
ts
an
d
m
a
in
ten
an
ce
o
f
g
ain
s
.
2
.
2
.
P
a
rt
icipa
nts
T
h
e
s
tu
d
y
in
clu
d
ed
3
0
s
tu
d
en
ts
(
1
8
m
ales,
1
2
f
em
ales)
in
th
eir
s
ec
o
n
d
y
ea
r
o
f
p
r
ep
ar
ato
r
y
s
tag
e,
id
en
tifie
d
as
h
av
in
g
d
y
s
lex
ia
f
r
o
m
two
p
r
ep
ar
ato
r
y
in
s
titu
tes
in
Gh
ar
b
ey
a
Go
v
er
n
o
r
ate,
E
g
y
p
t.
Ag
es
r
an
g
ed
f
r
o
m
1
3
to
1
4
y
ea
r
s
(
M
=
1
3
.
1
7
,
s
tan
d
ar
d
d
ev
iatio
n
(
SD
)
=
.
3
8
)
.
Par
ticip
an
ts
wer
e
s
elec
ted
f
r
o
m
a
co
m
p
r
eh
en
s
iv
e
s
cr
ee
n
in
g
o
f
2
9
2
s
tu
d
en
ts
with
lear
n
in
g
d
if
f
icu
lties
ac
r
o
s
s
s
ix
s
p
ec
ialized
lear
n
in
g
d
is
o
r
d
er
class
es
with
in
th
ese
in
s
titu
tio
n
s
.
Gh
ar
b
ey
a
Go
v
er
n
o
r
ate
was
ch
o
s
en
f
o
r
its
r
u
r
al
ed
u
ca
tio
n
al
ch
ar
ac
ter
is
tics
an
d
s
p
ec
ialized
lear
n
in
g
d
is
o
r
d
er
p
r
o
g
r
am
s
with
in
th
e
E
g
y
p
tian
s
y
s
tem
.
T
h
e
g
o
v
er
n
o
r
ate
m
ain
tain
s
ty
p
ical
r
u
r
al
in
f
r
astru
ctu
r
e
an
d
s
p
ec
ial
ed
u
ca
tio
n
s
er
v
ices
f
o
r
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies.
T
h
e
s
tu
d
y
o
f
f
er
s
in
s
ig
h
ts
in
to
in
ter
v
en
tio
n
ef
f
ec
tiv
en
ess
with
in
r
u
r
al
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
h
e
E
g
y
p
tian
p
r
ep
ar
ato
r
y
cu
r
r
icu
lu
m
m
an
d
ates
f
o
r
eig
n
lan
g
u
ag
e
ed
u
ca
tio
n
,
with
s
tu
d
en
ts
r
ec
eiv
in
g
ab
o
u
t
8
y
ea
r
s
o
f
co
m
p
u
ls
o
r
y
E
n
g
lis
h
in
s
tr
u
ctio
n
.
A
co
m
p
r
eh
en
s
iv
e
d
iag
n
o
s
tic
ass
ess
m
en
t
was
co
n
d
u
cted
to
co
n
f
ir
m
th
e
d
y
s
lex
ia
d
iag
n
o
s
is
an
d
estab
lis
h
b
aselin
e
f
u
n
ctio
n
in
g
.
T
h
e
s
cr
ee
n
in
g
p
r
o
to
co
l
in
clu
d
ed
s
tan
d
ar
d
ized
m
u
ltip
le
ev
alu
atio
n
s
,
in
clu
d
in
g
R
av
en
’
s
Pro
g
r
ess
iv
e
Ma
tr
ices
f
o
r
n
o
n
-
v
er
b
al
in
tellig
en
ce
,
th
e
Dy
s
lex
ia
E
ar
ly
Scr
ee
n
in
g
T
est
-
Seco
n
d
E
d
itio
n
f
o
r
d
y
s
lex
ia
-
r
elate
d
ch
ar
ac
ter
is
tics
,
an
d
th
e
r
ea
d
in
g
ass
ess
m
en
t
f
o
r
Ar
ab
ic
r
ea
d
in
g
f
lu
en
cy
.
Par
ticip
an
ts
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
d
ef
icits
in
r
ap
id
n
am
in
g
s
p
ee
d
,
p
h
o
n
o
lo
g
ical
awa
r
en
ess
,
an
d
wo
r
k
in
g
m
em
o
r
y
s
p
an
,
co
n
f
ir
m
in
g
d
y
s
lex
ia
d
iag
n
o
s
is
cr
iter
ia.
T
h
e
r
ea
d
in
g
ass
ess
m
en
t
r
ev
ea
led
s
u
b
s
tan
tial
r
ea
d
in
g
d
if
f
icu
lties
,
with
an
av
er
ag
e
r
ea
d
in
g
r
ate
o
f
4
5
wo
r
d
s
p
er
m
in
u
te,
an
d
p
er
f
o
r
m
an
ce
ap
p
r
o
x
im
ately
2
-
3
g
r
ad
e
lev
els
b
elo
w
ch
r
o
n
o
lo
g
ical
g
r
ad
e
p
lace
m
en
t.
T
h
e
s
cr
ee
n
in
g
p
r
o
to
co
l
en
s
u
r
ed
th
at
p
ar
ticip
an
ts
d
em
o
n
s
tr
ated
av
er
ag
e
co
g
n
itiv
e
f
u
n
ctio
n
in
g
an
d
co
u
ld
p
er
f
o
r
m
at
th
eir
g
r
ad
e
lev
el.
2
.
3
.
M
ea
s
ures
T
h
e
FLCAS
[
4
0
]
ass
ess
ed
p
ar
ticip
an
ts
’
FLA
lev
els.
T
h
is
3
3
-
item
s
ca
le
ask
s
s
tu
d
en
ts
to
r
ate
s
itu
atio
n
s
r
elate
d
to
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
an
x
iety
o
n
a
5
-
p
o
in
t
L
ik
er
t
s
ca
le
f
r
o
m
“
s
tr
o
n
g
ly
d
is
ag
r
ee
”
to
“
s
tr
o
n
g
ly
ag
r
ee
”
.
T
o
tal
s
co
r
es
r
an
g
e
f
r
o
m
3
3
to
1
6
5
,
with
h
ig
h
er
s
co
r
es
in
d
icatin
g
g
r
ea
ter
an
x
iety
.
FLCAS
m
ea
s
u
r
es
f
o
u
r
co
m
p
o
n
en
ts
o
f
FLA:
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
(
1
1
item
s
)
,
test
an
x
iety
(
3
item
s
)
,
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
(
9
item
s
)
,
an
d
an
x
iety
in
th
e
E
n
g
lis
h
class
r
o
o
m
(
1
0
item
s
)
.
I
t w
as
tr
an
s
lated
f
r
o
m
E
n
g
lis
h
to
Ar
ab
ic
u
s
in
g
a
s
y
s
tem
atic
f
o
r
war
d
-
b
ac
k
war
d
ap
p
r
o
ac
h
in
v
o
lv
in
g
b
ilin
g
u
al
ex
p
er
ts
.
T
h
e
p
r
o
ce
s
s
in
clu
d
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
815
-
825
818
f
o
r
war
d
tr
an
s
latio
n
,
f
o
llo
wed
b
y
b
ac
k
war
d
tr
an
s
latio
n
,
with
cr
o
s
s
-
ch
ec
k
in
g
an
d
r
ec
o
n
ciliatio
n
to
en
s
u
r
e
s
em
an
tic
eq
u
iv
alen
ce
an
d
cu
ltu
r
al
ap
p
r
o
p
r
iaten
ess
.
I
n
th
is
s
tu
d
y
,
FLCAS
f
o
cu
s
ed
o
n
E
n
g
lis
h
lan
g
u
ag
e
lear
n
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g
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alig
n
in
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with
th
e
E
g
y
p
tian
p
r
ep
ar
ato
r
y
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ch
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r
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lu
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er
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n
g
lis
h
is
th
e
m
an
d
ato
r
y
f
o
r
eig
n
lan
g
u
ag
e.
T
h
e
FLCAS
d
em
o
n
s
tr
ated
s
tr
o
n
g
in
ter
n
al
co
n
s
is
ten
cy
r
eliab
ilit
y
wh
en
ad
m
in
is
ter
ed
to
1
3
7
s
tu
d
en
ts
with
lear
n
in
g
d
is
ab
ilit
ies
o
r
d
y
s
lex
ic
s
tu
d
en
ts
ac
r
o
s
s
f
iv
e
s
ch
o
o
ls
in
Gh
ar
b
ey
a
Go
v
er
n
o
r
ate,
with
a
C
r
o
n
b
ac
h
’
s
alp
h
a
co
ef
f
icien
t
o
f
.
9
1
f
o
r
th
e
to
tal
s
ca
le.
T
h
e
s
u
b
s
ca
le
r
eliab
ilit
y
co
ef
f
icien
ts
wer
e
also
s
atis
f
ac
to
r
y
,
r
an
g
in
g
f
r
o
m
.
8
3
to
.
8
8
(
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
=
.
8
8
,
test
an
x
iety
=
.
8
4
,
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
=
.
8
6
,
an
d
an
x
iety
in
th
e
E
n
g
lis
h
class
r
o
o
m
=
.
8
3
)
.
C
o
m
p
o
s
ite
r
eliab
ilit
y
(
C
R
)
v
alu
es
in
d
icate
d
g
o
o
d
co
n
s
tr
u
ct
r
eliab
ilit
y
f
o
r
all
s
u
b
s
ca
les:
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
(
C
R
=
.
8
9
)
,
test
an
x
iety
(
C
R
=
.
8
7
)
,
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
(
C
R
=
.
8
8
)
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an
d
an
x
iety
in
th
e
E
n
g
lis
h
class
r
o
o
m
(
C
R
=
.
5
5
)
.
T
h
e
co
n
f
ir
m
ato
r
y
f
ac
to
r
an
aly
s
is
d
em
o
n
s
tr
ated
g
o
o
d
m
o
d
el
f
it
f
o
r
th
e
f
o
u
r
-
f
ac
to
r
s
tr
u
ctu
r
e
o
f
th
e
FLCAS
,
with
th
e
f
o
llo
win
g
f
it
in
d
ices: χ
²
(
4
8
9
)
=
7
4
2
.
3
6
,
p
<
.
0
0
1
;
χ²/d
f
=
1
.
5
2
;
co
m
p
ar
ativ
e
f
it in
d
ex
(
C
FI
)
=
.
9
4
;
T
u
ck
er
–
L
ewis
in
d
ex
(
TLI
)
=
.
9
3
;
r
o
o
t
m
ea
n
s
q
u
ar
e
er
r
o
r
o
f
ap
p
r
o
x
im
atio
n
(
R
MSE
A
)
=
.
0
6
(
9
0
%
co
n
f
id
en
ce
in
ter
v
al
(
CI
)
[
.
0
5
,
.
0
6
]
)
;
an
d
s
tan
d
ar
d
ized
r
o
o
t
m
ea
n
s
q
u
ar
e
r
esid
u
al
(
SR
MR
)
=
.
0
4
8
.
T
h
e
s
tan
d
ar
d
ized
f
ac
to
r
lo
ad
in
g
s
f
o
r
all
item
s
wer
e
s
tatis
tically
s
ig
n
if
ican
t
(
p
<
.
0
1
)
,
r
an
g
in
g
f
r
o
m
.
6
2
to
.
8
4
.
T
h
e
av
er
ag
e
v
ar
ian
ce
ex
tr
ac
ted
(
AVE
)
v
alu
es
p
r
o
v
id
ed
ev
id
en
ce
o
f
ad
eq
u
ate
co
n
v
er
g
en
t
v
alid
ity
:
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
(
AVE
=
.
5
7
)
,
test
an
x
iety
(
AVE
=
.
5
4
)
,
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
(
AVE
=
.
5
5
)
,
an
d
an
x
iety
in
th
e
E
n
g
lis
h
class
r
o
o
m
(
AVE
=
.
5
3
)
.
2
.
4
.
I
nte
rv
ent
io
n
pro
t
o
co
l
T
h
e
1
0
-
wee
k
R
AN
tr
ain
in
g
in
ter
v
e
n
tio
n
was
d
esig
n
ed
as
a
s
tr
u
ctu
r
ed
,
p
r
o
g
r
ess
iv
e
p
r
o
g
r
am
d
eliv
er
ed
t
h
r
o
u
g
h
in
d
iv
id
u
al
3
0
-
m
in
u
te
s
ess
io
n
s
th
r
ee
tim
es
p
er
wee
k
,
with
p
a
r
ticip
an
ts
atten
d
in
g
a
m
in
im
u
m
o
f
2
4
s
ess
io
n
s
(
8
0
%)
o
f
th
e
t
o
tal
3
0
p
o
te
n
tial
tr
ain
in
g
s
ess
io
n
s
.
T
h
e
R
AN
tr
ain
in
g
was
co
n
d
u
cted
in
Ar
ab
ic,
th
e
p
ar
ticip
an
ts
’
n
ativ
e
lan
g
u
ag
e,
t
o
en
s
u
r
e
m
ax
im
u
m
co
m
p
r
e
h
en
s
io
n
a
n
d
e
n
g
ag
em
en
t
d
u
r
in
g
th
e
in
ter
v
en
tio
n
.
T
ab
le
1
o
u
tlin
es
th
e
co
m
p
r
e
h
en
s
iv
e
s
tr
u
ctu
r
e
a
n
d
r
eq
u
ir
em
en
ts
o
f
th
e
R
AN
tr
ain
in
g
p
r
o
g
r
a
m
.
T
r
ain
in
g
s
ess
io
n
s
wer
e
d
esig
n
ed
to
m
ax
im
ize
lear
n
in
g
an
d
en
g
ag
em
en
t,
s
tr
u
ctu
r
ed
o
v
er
3
0
m
in
u
tes.
E
ac
h
s
ess
io
n
b
eg
an
with
a
war
m
-
u
p
,
f
o
llo
wed
b
y
ex
p
licit
in
s
tr
u
ctio
n
,
g
u
id
ed
p
r
ac
tice,
in
d
ep
en
d
en
t
p
r
ac
tice,
an
d
p
r
o
g
r
ess
m
o
n
ito
r
in
g
.
Dif
f
icu
lty
p
r
o
g
r
ess
io
n
was
cr
af
ted
to
ch
allen
g
e
co
g
n
itiv
e
p
r
o
ce
s
s
in
g
an
d
n
am
in
g
s
p
ee
d
b
y
ex
p
an
d
in
g
s
tim
u
lu
s
ca
teg
o
r
ies,
r
ed
u
cin
g
s
tr
u
ctu
r
al
p
r
ed
ictab
ilit
y
,
an
d
in
tr
o
d
u
cin
g
m
o
r
e
d
em
an
d
in
g
n
am
in
g
co
n
f
ig
u
r
atio
n
s
.
T
h
is
en
s
u
r
ed
s
tu
d
en
ts
r
ec
eiv
ed
f
ee
d
b
ac
k
an
d
g
o
als
wer
e
ad
ju
s
ted
as
n
ee
d
ed
.
Ses
s
io
n
f
id
elity
was
m
o
n
ito
r
ed
u
s
in
g
a
s
tan
d
ar
d
ized
ch
ec
k
lis
t
an
d
au
d
io
r
ec
o
r
d
in
g
s
.
Me
an
tr
ea
tm
en
t
in
teg
r
ity
was
9
4
.
2
%,
in
d
icatin
g
h
ig
h
co
n
s
is
ten
cy
in
d
eliv
er
y
.
W
ee
k
ly
s
u
p
er
v
is
io
n
m
ee
tin
g
s
ad
d
r
ess
ed
im
p
lem
en
tatio
n
ch
allen
g
es
an
d
m
ain
tain
ed
p
r
o
to
co
l
ad
h
er
en
ce
.
I
n
ter
-
r
ater
r
eliab
ilit
y
f
o
r
in
teg
r
ity
s
co
r
in
g
was
estab
lis
h
ed
u
s
in
g
1
5
% o
f
r
ec
o
r
d
ed
s
ess
io
n
s
,
with
two
in
d
ep
en
d
en
t r
ater
s
ac
h
iev
in
g
9
2
% a
g
r
ee
m
en
t o
n
ad
h
er
en
ce
item
s
.
T
ab
le
1
.
Stru
ctu
r
e
an
d
r
eq
u
ir
e
m
en
ts
o
f
th
e
1
0
-
wee
k
R
AN
tr
ain
in
g
p
r
o
g
r
a
m
M
o
d
u
l
e
W
e
e
k
s
F
o
c
u
s
a
r
e
a
s
A
c
t
i
v
i
t
i
e
s
1.
B
a
si
c
n
a
m
i
n
g
sp
e
e
d
1
-
2
S
i
n
g
l
e
-
c
a
t
e
g
o
r
y
st
i
m
u
l
i
-
W
e
e
k
1
:
l
e
t
t
e
r
n
a
mi
n
g
(
u
p
p
e
r
c
a
se
/
l
o
w
e
r
c
a
se)
,
n
u
m
b
e
r
n
a
mi
n
g
(
f
o
r
w
a
r
d
/
b
a
c
k
w
a
r
d
)
-
W
e
e
k
2
:
m
i
x
e
d
l
e
t
t
e
r
-
n
u
m
b
e
r
c
o
mb
i
n
a
t
i
o
n
s
2.
C
o
m
p
l
e
x
n
a
m
i
n
g
sp
e
e
d
3
-
4
A
d
d
i
t
i
o
n
a
l
s
t
i
m
u
l
u
s
c
a
t
e
g
o
r
i
e
s
-
W
e
e
k
3
:
c
o
l
o
r
a
n
d
o
b
j
e
c
t
n
a
m
i
n
g
-
W
e
e
k
4
:
a
l
t
e
r
n
a
t
i
n
g
p
a
t
t
e
r
n
s
o
f
c
o
l
o
r
s
a
n
d
o
b
j
e
c
t
s
3.
M
i
x
e
d
c
a
t
e
g
o
r
y
i
n
t
e
g
r
a
t
i
o
n
5
-
6
M
u
l
t
i
p
l
e
st
i
m
u
l
u
s
i
n
t
e
g
r
a
t
i
o
n
-
W
e
e
k
5
:
s
t
r
u
c
t
u
r
e
d
c
o
m
b
i
n
a
t
i
o
n
s (l
e
t
t
e
r
s,
n
u
m
b
e
r
s
,
c
o
l
o
r
s,
o
b
j
e
c
t
s)
-
W
e
e
k
6
:
s
e
mi
-
r
a
n
d
o
m c
o
m
b
i
n
a
t
i
o
n
s
w
i
t
h
c
o
n
si
s
t
e
n
t
g
r
o
u
p
i
n
g
s
4.
A
d
v
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e
d
i
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e
g
r
a
t
i
o
n
a
n
d
a
u
t
o
m
a
t
i
c
i
t
y
7
-
10
A
u
t
o
ma
t
i
c
i
t
y
a
n
d
g
e
n
e
r
a
l
i
z
a
t
i
o
n
-
W
e
e
k
s
7
-
8
:
r
a
n
d
o
m
c
o
mb
i
n
a
t
i
o
n
s
w
i
t
h
o
u
t
p
a
t
t
e
r
n
s
-
W
e
e
k
s
9
-
1
0
:
c
o
mp
l
e
x
m
i
x
e
d
a
r
r
a
y
s w
i
t
h
i
n
c
r
e
a
s
e
d
d
e
n
s
i
t
y
2
.
5
.
P
r
o
ce
du
re
T
h
e
s
tu
d
en
ts
wer
e
test
ed
in
d
iv
id
u
ally
in
a
q
u
iet
r
o
o
m
at
s
ch
o
o
l
ac
r
o
s
s
two
s
ess
io
n
s
,
o
n
e
wee
k
ap
ar
t.
T
h
e
f
ir
s
t
s
ess
io
n
in
v
o
lv
ed
ad
m
in
is
ter
in
g
p
r
etestin
g
m
ea
s
u
r
es.
E
ac
h
ass
ess
m
en
t
last
ed
ab
o
u
t
1
5
–
2
0
m
in
u
tes,
d
u
r
in
g
wh
ich
p
ar
ticip
an
ts
co
m
p
leted
th
e
FLCAS
q
u
esti
o
n
n
air
e.
T
h
e
p
r
e
-
in
ter
v
en
tio
n
s
ess
io
n
in
clu
d
ed
b
r
ief
d
em
o
g
r
ap
h
ic
d
ata
co
llectio
n
,
ex
ten
d
in
g
to
tal
d
u
r
atio
n
to
ap
p
r
o
x
im
ately
2
5
–
3
0
m
in
u
tes.
Af
ter
p
r
etestin
g
,
all
p
ar
ticip
an
ts
co
m
p
leted
a
1
0
-
wee
k
R
AN
tr
ain
in
g
p
r
o
g
r
am
d
eliv
er
ed
b
y
r
esear
ch
er
s
,
a
ce
r
tifie
d
s
p
ec
ial
ed
u
ca
tio
n
teac
h
er
,
an
d
a
r
ea
d
in
g
s
p
ec
ialis
t.
T
r
ain
in
g
o
cc
u
r
r
ed
in
d
iv
id
u
ally
f
o
r
3
0
m
in
u
tes,
3
d
ay
s
p
er
wee
k
d
u
r
in
g
s
ch
o
o
l
h
o
u
r
s
in
a
q
u
iet
class
r
o
o
m
.
W
ith
in
1
wee
k
o
f
co
m
p
letin
g
th
e
in
ter
v
en
tio
n
,
s
tu
d
en
ts
wer
e
s
ch
ed
u
led
f
o
r
p
o
s
t
test
in
g
b
y
a
r
esear
ch
ass
is
tan
t
b
lin
d
ed
to
th
e
p
u
r
p
o
s
e
o
f
th
e
R
AN
p
r
o
g
r
am
.
T
h
e
FLCAS
was
r
ea
d
m
in
is
ter
ed
in
th
e
s
am
e
f
o
r
m
at
as
th
e
p
r
etest
.
Fo
llo
w
-
u
p
test
was
co
n
d
u
cted
8
wee
k
s
later
to
ass
ess
g
ain
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
effec
t o
f ra
p
id
a
u
t
o
ma
tiz
ed
n
a
min
g
o
n
f
o
r
eig
n
la
n
g
u
a
g
e
a
n
xiety
a
mo
n
g
…
(
A
b
d
ela
z
iz
A
b
d
elfa
tta
h
E
lfeky
)
819
2
.
6
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
wa
s
co
n
d
u
cted
u
s
in
g
SP
SS
v
er
s
io
n
2
7
.
0
.
T
h
e
p
r
im
ar
y
an
al
y
tical
ap
p
r
o
a
ch
was
a
one
-
way
r
ep
ea
ted
m
ea
s
u
r
es
a
n
aly
s
is
o
f
v
ar
ian
ce
(
ANOVA
)
with
tim
e
(
p
r
e
-
in
ter
v
e
n
tio
n
,
p
o
s
t
-
in
ter
v
en
tio
n
,
f
o
llo
w
-
u
p
)
as
th
e
with
in
-
s
u
b
jects
f
ac
to
r
.
T
h
is
d
esig
n
en
ab
led
ex
am
in
atio
n
o
f
ch
a
n
g
es
in
FLA
ac
r
o
s
s
th
r
ee
m
ea
s
u
r
em
en
t
p
o
in
ts
wh
ile
co
n
tr
o
llin
g
f
o
r
in
d
iv
id
u
al
d
if
f
e
r
en
ce
s
.
Sig
n
if
ican
ce
was
s
et
at
p
<.
0
1
,
with
ef
f
ec
t
s
izes
ca
lcu
lated
u
s
in
g
p
ar
tial
eta
s
q
u
ar
ed
(
η
²)
.
Ass
u
m
p
tio
n
s
f
o
r
r
ep
ea
ted
m
ea
s
u
r
es
ANOV
A
wer
e
v
er
if
ie
d
p
r
io
r
to
an
aly
s
is
,
in
clu
d
in
g
s
p
h
er
icity
v
ia
Ma
u
c
h
ly
’
s
test
.
3.
RE
SU
L
T
S
A
o
n
e
-
way
r
ep
ea
ted
m
ea
s
u
r
es
ANOV
A
wa
s
co
n
d
u
cted
to
c
o
m
p
r
eh
e
n
s
iv
ely
ass
ess
th
e
im
p
ac
t
o
f
th
e
10
-
wee
k
R
AN
tr
ain
in
g
in
ter
v
en
tio
n
ac
r
o
s
s
m
u
ltip
le
an
x
iet
y
co
m
p
o
n
en
ts
m
ea
s
u
r
ed
b
y
t
h
e
FLCAS
.
T
ests
o
f
with
in
-
s
u
b
ject
ef
f
ec
ts
wer
e
em
p
lo
y
ed
to
ev
alu
ate
ch
a
n
g
es
o
v
er
tim
e
wh
ile
co
n
tr
o
llin
g
f
o
r
in
d
iv
i
d
u
al
d
if
f
er
en
ce
s
a
m
o
n
g
p
a
r
ticip
an
t
s
,
with
ef
f
ec
t
s
izes
ca
lcu
lated
u
s
in
g
SP
SS
-
2
7
s
o
f
twar
e.
F
-
v
alu
es
s
er
v
ed
as
t
h
e
p
r
im
ar
y
s
tatis
tical
in
d
icato
r
f
o
r
d
eter
m
in
in
g
th
e
s
ig
n
if
ican
ce
o
f
d
if
f
er
en
ce
s
b
etwe
en
m
e
asu
r
em
en
t
p
er
io
d
s
.
T
h
e
d
etailed
s
tatis
tical
f
in
d
in
g
s
ar
e
p
r
esen
ted
in
T
a
b
les 2
an
d
3
.
T
h
e
an
aly
s
is
r
ev
ea
led
s
tatis
tically
s
ig
n
if
ican
t
ch
an
g
es
in
s
ev
er
al
k
ey
an
x
iety
co
m
p
o
n
en
ts
b
ased
o
n
F
-
v
alu
es
o
b
tain
ed
f
r
o
m
test
s
o
f
with
in
-
s
u
b
ject
ef
f
ec
ts
.
C
o
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
ex
h
ib
ited
th
e
m
o
s
t
p
r
o
n
o
u
n
ce
d
im
p
r
o
v
em
en
t,
with
F
-
v
alu
e
o
f
1
4
.
3
9
(
p
<.
0
1
)
in
d
icatin
g
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
ac
r
o
s
s
m
ea
s
u
r
em
en
t
p
er
io
d
s
.
T
h
e
lar
g
e
ef
f
ec
t
s
ize
(
p
ar
tial
η
²=
.
3
3
)
d
em
o
n
s
tr
ates
th
at
th
e
R
AN
tr
ain
in
g
in
ter
v
en
tio
n
h
ad
s
u
b
s
tan
tial
im
p
ac
t
o
n
r
ed
u
cin
g
co
m
m
u
n
icatio
n
-
r
elate
d
an
x
iety
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
.
T
h
is
co
m
p
o
n
en
t
s
h
o
wed
r
em
ar
k
ab
le
co
n
s
is
ten
cy
in
im
p
r
o
v
em
en
t,
m
ain
tain
in
g
r
ed
u
ce
d
an
x
iety
lev
els
f
r
o
m
p
o
s
t
-
in
ter
v
en
tio
n
th
r
o
u
g
h
th
e
f
o
llo
w
-
u
p
p
er
io
d
,
as
p
r
esen
ted
in
Fig
u
r
e
1
.
T
h
e
to
tal
FLCAS
s
co
r
e
s
h
o
wed
s
u
b
s
tan
tial
r
ed
u
ctio
n
with
F
-
v
alu
e
o
f
1
3
.
6
3
(
p
<.
0
1
)
an
d
lar
g
e
ef
f
ec
t
s
ize
(
p
ar
tial
η
²=
.
3
2
)
,
as
ca
lcu
lated
b
y
SP
SS
-
2
7
.
T
h
e
in
ter
v
en
tio
n
r
esu
lted
in
a
m
ea
n
in
g
f
u
l
d
ec
r
ea
s
e
in
o
v
er
all
FLA,
with
s
co
r
es d
r
o
p
p
in
g
s
ig
n
if
ican
tly
f
r
o
m
p
r
etes
t
to
p
o
s
ttes
t p
h
ases
.
T
ab
le
2
.
FLCAS
co
m
p
o
n
e
n
ts
ac
r
o
s
s
p
r
e
-
in
ter
v
e
n
tio
n
,
p
o
s
t
-
i
n
ter
v
en
tio
n
,
an
d
f
o
llo
w
-
u
p
m
e
asu
r
em
en
ts
V
a
r
i
a
b
l
e
P
r
e
t
e
s
t
P
o
st
t
e
s
t
F
o
l
l
o
w
-
Up
F
v
a
l
u
e
p
a
r
t
i
a
l
η²
M
SD
M
SD
M
SD
C
o
mm
u
n
i
c
a
t
i
o
n
a
p
p
r
e
h
e
n
s
i
o
n
3
4
.
5
0
5
.
2
9
2
8
.
9
3
3
.
8
6
2
9
.
2
3
4
.
2
3
1
4
.
3
9
**
.
3
3
Te
st
a
n
x
i
e
t
y
9
.
4
3
1
.
7
9
7
.
1
7
1
.
6
2
9
.
0
3
1
.
9
7
1
2
.
2
3
**
.
2
9
F
e
a
r
o
f
n
e
g
a
t
i
v
e
e
v
a
l
u
a
t
i
o
n
2
6
.
7
0
4
.
3
8
2
5
.
2
7
4
.
3
5
2
6
.
0
3
6
.
3
6
.
6
4
.
0
2
A
n
x
i
e
t
y
o
f
En
g
l
i
s
h
c
l
a
ssr
o
o
m
3
2
.
1
7
4
.
1
1
2
7
.
0
0
4
.
3
1
2
6
.
7
7
5
.
7
1
1
1
.
9
9
**
.
2
9
To
t
a
l
F
LC
A
S
1
0
2
.
8
0
1
0
.
1
2
8
8
.
3
7
1
0
.
3
6
9
1
.
0
7
1
4
.
2
6
1
3
.
6
3
**
.
3
2
N
o
t
e
:
**
=
p
<
.
0
1
;
M
=
m
e
a
n
;
p
a
r
t
i
a
l
η²
i
n
d
i
c
a
t
e
s
e
f
f
e
c
t
si
z
e
.
T
ab
le
3
.
Pair
wis
e
co
m
p
ar
is
o
n
s
o
f
m
ea
n
d
if
f
e
r
en
ce
s
in
FLCAS
co
m
p
o
n
e
n
ts
ac
r
o
s
s
m
ea
s
u
r
em
en
t p
er
io
d
s
V
a
r
i
a
b
l
e
M
e
a
n
d
i
f
f
(
p
r
e
-
p
o
s
t
)
M
e
a
n
d
i
f
f
(
p
o
st
-
f
o
l
l
o
w
-
u
p
)
M
e
a
n
d
i
f
f
(
p
r
e
-
f
o
l
l
o
w
-
u
p
)
C
o
mm
u
n
i
c
a
t
i
o
n
a
p
p
r
e
h
e
n
s
i
o
n
5
.
5
7
*
*
-
.
3
0
5
.
2
7
*
*
Te
st
a
n
x
i
e
t
y
2
.
2
6
**
-
1
.
8
6
**
.
4
0
F
e
a
r
o
f
n
e
g
a
t
i
v
e
e
v
a
l
u
a
t
i
o
n
1
.
4
3
-
.
7
6
.
6
7
A
n
x
i
e
t
y
o
f
En
g
l
i
s
h
c
l
a
ssr
o
o
m
5
.
1
7
**
.
2
3
5
.
4
0
**
To
t
a
l
F
LC
A
S
1
4
.
4
3
**
-
2
.
7
0
1
1
.
7
3
**
N
o
t
e
:
**
=
p
<
.
0
1
.
Fig
u
r
e
1
.
T
o
tal
FLCAS
m
ea
n
s
co
r
es a
cr
o
s
s
th
r
ee
m
ea
s
u
r
em
en
t p
er
io
d
s
(
N=
3
0
)
80
85
90
95
100
105
Pre
te
s
t
Po
s
tt
e
s
t
F
o
l
l
o
w
-Up
F
LC
AS
Tot
al
S
co
r
e
Me
asure
me
nt
P
e
r
io
ds
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
:
815
-
825
820
As
illu
s
tr
ated
in
Fig
u
r
e
1
,
th
e
tr
ajec
to
r
y
o
f
to
tal
FLCAS
m
ea
n
s
co
r
es
d
em
o
n
s
tr
ates
a
clea
r
p
atter
n
o
f
im
p
r
o
v
em
en
t
f
o
llo
win
g
th
e
R
AN
in
ter
v
en
tio
n
.
T
h
is
g
r
ap
h
ical
d
is
p
lay
r
ein
f
o
r
ce
s
th
e
s
tatis
tical
f
in
d
in
g
s
an
d
p
r
o
v
id
es c
lear
ev
id
en
ce
o
f
th
e
in
ter
v
en
tio
n
’
s
ef
f
ec
tiv
en
ess
in
r
ed
u
cin
g
o
v
er
all
FLA
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
.
T
est
an
x
iety
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
with
F
-
v
alu
e
o
f
1
2
.
2
3
(
p
<.
0
1
)
an
d
lar
g
e
ef
f
ec
t
s
ize
(
p
ar
tial
η
²=
.
2
9
)
.
T
h
e
in
ter
v
en
tio
n
p
r
o
d
u
ce
d
n
o
tab
le
r
ed
u
ctio
n
s
in
test
-
r
elate
d
an
x
iety
im
m
ed
iately
f
o
llo
win
g
th
e
tr
ain
in
g
p
er
io
d
.
Ho
wev
er
,
th
e
f
o
llo
w
-
u
p
m
ea
s
u
r
em
en
ts
r
ev
ea
led
a
r
eb
o
u
n
d
ef
f
ec
t,
with
an
x
iety
lev
els
r
etu
r
n
in
g
clo
s
er
to
b
aselin
e,
in
d
icatin
g
th
at
th
is
co
m
p
o
n
en
t
m
ay
r
eq
u
ir
e
o
n
g
o
in
g
s
u
p
p
o
r
t
to
m
ain
tain
lo
n
g
-
ter
m
b
en
ef
its
.
An
x
iety
r
elate
d
to
th
e
E
n
g
lis
h
class
r
o
o
m
s
h
o
wed
s
ig
n
if
ican
t
im
p
r
o
v
em
en
t
with
an
F
-
v
alu
e
o
f
1
1
.
9
9
(
p
<.
0
1
)
an
d
a
lar
g
e
ef
f
ec
t
s
ize
(
p
ar
tial
η
²=
.
2
9
)
.
T
h
e
in
ter
v
en
tio
n
ef
f
ec
tiv
ely
r
ed
u
ce
d
class
r
o
o
m
-
s
p
ec
if
ic
an
x
iety
,
with
im
p
r
o
v
em
en
ts
m
ain
tain
ed
th
r
o
u
g
h
th
e
f
o
llo
w
-
u
p
p
er
io
d
.
T
h
e
s
u
s
tain
ed
r
ed
u
ctio
n
s
u
g
g
ests
th
at
R
AN
tr
ain
in
g
h
elp
s
s
tu
d
en
ts
d
ev
elo
p
last
in
g
co
m
f
o
r
t
an
d
co
n
f
id
en
ce
in
E
n
g
lis
h
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
Fear
o
f
n
eg
ativ
e
ev
alu
atio
n
d
em
o
n
s
tr
ated
th
e
least
r
esp
o
n
s
iv
en
ess
to
th
e
R
AN
tr
ain
in
g
in
ter
v
en
tio
n
,
with
an
F
-
v
alu
e
o
f
.
6
4
(
n
o
n
-
s
ig
n
if
ican
t)
.
T
h
is
co
m
p
o
n
en
t
s
h
o
wed
m
in
im
al
ch
an
g
es
ac
r
o
s
s
all
m
ea
s
u
r
em
en
t
p
er
io
d
s
,
s
u
g
g
esti
n
g
th
at
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
m
ig
h
t n
ec
ess
itate
m
o
r
e
tar
g
eted
th
er
ap
eu
tic
s
tr
ateg
ies.
T
h
e
co
m
p
ar
ativ
e
an
aly
s
is
o
f
m
ea
n
d
if
f
er
en
ce
s
p
r
o
v
id
ed
d
ee
p
er
in
s
ig
h
ts
in
to
in
ter
v
en
tio
n
ef
f
ec
tiv
en
ess
an
d
s
u
s
tain
ab
ilit
y
p
atter
n
s
.
Fo
llo
win
g
th
e
s
ig
n
if
ican
t
r
ep
ea
ted
m
ea
s
u
r
es
ANOV
A
r
esu
lts
,
B
o
n
f
er
r
o
n
i
-
co
r
r
ec
ted
p
air
wis
e
co
m
p
ar
is
o
n
s
wer
e
co
n
d
u
cted
to
ex
am
in
e
s
p
ec
if
ic
d
if
f
er
en
ce
s
b
etwe
en
m
ea
s
u
r
em
en
t
tim
e
p
o
in
ts
.
T
h
ese
p
o
s
t
-
h
o
c
an
aly
s
es
r
ev
ea
led
s
ig
n
if
ican
t
r
ed
u
ctio
n
s
f
r
o
m
p
r
e
-
in
ter
v
en
tio
n
to
p
o
s
t
-
in
ter
v
en
tio
n
in
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
(
m
ea
n
d
if
f
er
en
ce
=
5
.
5
7
,
p
<
.
0
1
)
,
test
an
x
iety
(
m
ea
n
d
if
f
er
en
ce
=
2
.
2
6
,
p
<
.
0
1
)
,
an
d
an
x
iety
in
th
e
E
n
g
lis
h
class
r
o
o
m
(
m
ea
n
d
if
f
er
en
ce
=
5
.
1
7
,
p
<
.
0
1
)
.
T
h
e
m
ag
n
itu
d
e
o
f
th
ese
ch
an
g
es,
p
ar
ticu
lar
ly
th
e
1
4
.
4
3
-
p
o
in
t
r
ed
u
ctio
n
in
to
tal
FLCAS
s
co
r
es
(
p
<
.
0
1
)
,
d
em
o
n
s
tr
ates
th
e
in
ter
v
en
tio
n
’
s
im
p
ac
t o
n
FLA.
4.
DIS
CU
SS
I
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
p
r
o
v
id
e
p
r
elim
in
ar
y
ev
id
en
ce
s
u
g
g
esti
n
g
a
p
o
ten
tial
ass
o
ciatio
n
b
etwe
en
R
AN
tr
ain
in
g
an
d
r
ed
u
ctio
n
s
in
FLA
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
.
Ho
wev
er
,
th
e
s
in
g
le
-
g
r
o
u
p
d
esig
n
lim
its
o
u
r
ab
ilit
y
to
estab
lis
h
ca
u
s
al
r
elatio
n
s
h
ip
s
,
as
alter
n
ativ
e
ex
p
lan
atio
n
s
f
o
r
th
e
o
b
s
er
v
ed
im
p
r
o
v
em
en
ts
ca
n
n
o
t
b
e
r
u
led
o
u
t.
T
h
e
d
if
f
er
en
tial
p
atter
n
s
o
f
im
p
r
o
v
em
en
t
ac
r
o
s
s
an
x
iety
d
im
en
s
io
n
s
s
u
g
g
est
th
at
co
g
n
itiv
e
tr
ain
in
g
ap
p
r
o
ac
h
es
ca
n
ef
f
ec
tiv
ely
tar
g
et
s
p
ec
if
ic
asp
ec
ts
o
f
lan
g
u
ag
e
lear
n
in
g
an
x
iety
,
p
ar
ticu
lar
ly
th
o
s
e
r
elate
d
to
p
r
o
ce
s
s
in
g
ef
f
icien
cy
an
d
class
r
o
o
m
p
er
f
o
r
m
an
ce
.
T
h
e
d
is
cu
s
s
io
n
o
f
th
ese
r
esu
lts
r
ev
ea
ls
p
r
o
m
is
in
g
d
ev
elo
p
m
en
ts
an
d
ar
ea
s
r
eq
u
ir
in
g
f
u
r
th
er
in
v
esti
g
atio
n
,
with
im
p
licatio
n
s
f
o
r
th
eo
r
etica
l
u
n
d
er
s
tan
d
in
g
an
d
p
r
ac
tical
im
p
lem
en
tatio
n
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
s
ig
n
if
ican
t
d
ec
r
ea
s
e
in
co
m
m
u
n
icatio
n
ap
p
r
eh
en
s
io
n
r
ep
r
esen
ts
o
n
e
o
f
th
e
s
tu
d
y
’
s
m
o
s
t
n
o
tab
le
f
in
d
in
g
s
,
alig
n
in
g
with
p
r
ev
io
u
s
r
esear
ch
b
y
Ar
aú
jo
et
a
l.
[
6
1
]
s
u
g
g
esti
n
g
th
at
liter
ac
y
ex
p
er
ien
ce
en
h
an
ce
s
th
e
au
to
m
aticity
with
wh
ich
v
is
u
al
s
tim
u
li
ca
n
b
e
r
etr
iev
ed
an
d
n
am
ed
,
p
ar
ticu
lar
ly
f
o
r
lo
w
-
f
r
eq
u
en
cy
item
s
f
r
o
m
s
p
ar
s
e
p
h
o
n
o
lo
g
ical
n
eig
h
b
o
r
h
o
o
d
s
.
T
h
is
im
p
r
o
v
em
en
t
s
u
p
p
o
r
ts
th
e
th
eo
r
etica
l
f
r
am
ewo
r
k
p
r
o
p
o
s
ed
b
y
Ko
r
m
o
s
[
6
2
]
,
wh
o
ar
g
u
e
th
at
au
to
m
aticity
in
lan
g
u
ag
e
p
r
o
ce
s
s
in
g
f
r
ee
s
u
p
co
g
n
itiv
e
r
eso
u
r
ce
s
f
o
r
r
ea
l
-
tim
e
lan
g
u
ag
e
p
r
o
d
u
ctio
n
an
d
p
er
ce
p
tio
n
.
T
h
e
s
u
b
s
tan
tial
ef
f
ec
t
s
ize
in
d
icate
s
th
at
R
AN
tr
ain
in
g
ef
f
ec
tiv
ely
ad
d
r
ess
ed
o
n
e
o
f
th
e
p
r
im
ar
y
an
x
iety
tr
ig
g
er
s
f
o
r
d
y
s
lex
ic
lan
g
u
ag
e
lear
n
er
s
[
6
3
]
,
[
6
4
]
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
class
r
o
o
m
an
x
iety
d
ec
r
ea
s
ed
af
ter
R
AN
tr
ain
in
g
,
wh
ich
s
u
p
p
o
r
ts
th
e
id
ea
th
at
p
r
o
ce
s
s
in
g
in
ef
f
icien
cies
ar
e
a
m
ajo
r
co
n
tr
ib
u
to
r
to
an
x
iety
am
o
n
g
d
y
s
lex
ic
s
tu
d
en
ts
[
6
5
]
.
Ho
wev
er
,
th
e
co
m
p
lex
p
atter
n
o
f
test
an
x
iety
in
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
,
esp
ec
ially
f
o
r
d
y
s
lex
ic
s
tu
d
en
ts
,
r
eq
u
ir
es
f
u
r
th
er
in
v
esti
g
atio
n
[
4
0
]
,
[
6
3
]
.
T
h
e
p
er
s
is
ten
ce
o
f
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
d
u
r
in
g
th
e
in
ter
v
en
tio
n
p
er
io
d
h
ig
h
lig
h
ts
th
e
lim
itatio
n
s
o
f
co
g
n
itiv
e
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
,
s
u
g
g
esti
n
g
th
at
ad
d
r
ess
in
g
f
ea
r
o
f
n
eg
ativ
e
ev
alu
atio
n
m
ay
r
eq
u
ir
e
in
ter
v
en
tio
n
s
tar
g
etin
g
s
o
cial
-
em
o
tio
n
al
asp
ec
ts
o
f
lan
g
u
ag
e
lear
n
in
g
,
b
ey
o
n
d
th
e
s
co
p
e
o
f
R
AN
tr
ain
in
g
alo
n
e
[
6
6
]
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
th
e
d
o
u
b
le
-
d
ef
icit
h
y
p
o
th
esis
th
at
p
h
o
n
o
lo
g
ical
awa
r
en
ess
an
d
n
am
in
g
s
p
ee
d
co
n
tr
ib
u
te
to
r
ea
d
in
g
d
if
f
icu
lties
[
6
7
]
.
I
t
s
u
g
g
ests
th
at
en
h
an
ce
d
n
am
in
g
s
p
ee
d
m
ay
im
p
r
o
v
e
lan
g
u
ag
e
p
r
o
ce
s
s
in
g
an
d
r
ed
u
ce
an
x
iety
,
esp
ec
ially
in
co
m
m
u
n
icatio
n
-
b
ased
co
n
tex
ts
wh
er
e
au
to
m
aticity
is
m
o
s
t
b
en
ef
icial.
T
em
p
o
r
ar
y
im
p
r
o
v
em
en
ts
in
test
an
x
iety
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
co
m
p
r
eh
en
s
iv
e
in
ter
v
en
tio
n
s
ad
d
r
ess
in
g
co
g
n
itiv
e
an
d
em
o
tio
n
al
asp
ec
ts
o
f
lan
g
u
ag
e
lear
n
in
g
an
x
iety
.
I
n
teg
r
atin
g
R
AN
tr
ain
in
g
with
em
o
tio
n
r
eg
u
latio
n
s
tr
ateg
ies
m
ay
o
f
f
er
a
m
o
r
e
co
m
p
lete
ap
p
r
o
ac
h
to
an
x
iety
r
ed
u
ctio
n
,
ad
d
r
ess
in
g
co
g
n
itiv
e
ef
f
icien
cy
an
d
em
o
tio
n
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itatio
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ab
s
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ce
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a
co
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o
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p
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est
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an
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ic
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ap
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r
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h
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.
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h
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d
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2252
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Th
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lex
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ized
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ials
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eth
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atin
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al
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ies
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am
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m
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ativ
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th
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5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
in
v
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ated
th
e
ef
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d
en
ts
,
as
h
y
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esized
in
th
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I
n
tr
o
d
u
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.
T
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ir
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ed
th
at
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1
0
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with
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m
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t p
r
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m
m
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ap
p
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d
class
r
o
o
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-
s
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if
ic
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th
e
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tim
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f
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s
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im
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g
e.
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h
e
s
tu
d
y
o
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tco
m
es
u
n
d
er
s
co
r
e
th
e
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o
ten
tial
o
f
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AN
tr
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tar
g
eted
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ter
v
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tio
n
f
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r
d
y
s
lex
ic
lear
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er
s
,
p
ar
ticu
lar
ly
in
en
h
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cin
g
p
r
o
ce
s
s
in
g
ef
f
icien
cy
an
d
r
ed
u
cin
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p
er
f
o
r
m
an
ce
-
r
elate
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an
x
ieties.
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wev
er
,
th
e
p
er
s
is
ten
t
f
ea
r
o
f
n
eg
ativ
e
ev
alu
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n
s
u
g
g
ests
th
e
n
ee
d
f
o
r
co
m
p
lem
en
tar
y
s
o
cial
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em
o
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n
al
s
tr
ateg
ies.
Fu
tu
r
e
r
esear
ch
s
h
o
u
ld
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co
r
p
o
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ate
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n
tr
o
lled
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esig
n
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to
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o
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-
s
p
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f
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ts
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d
ex
p
lo
r
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lo
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g
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ter
m
s
u
s
tain
ab
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.
ACK
NO
WL
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DG
M
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h
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au
th
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s
s
in
ce
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ely
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th
e
s
tu
d
en
ts
wh
o
p
ar
ticip
ated
in
th
is
s
tu
d
y
.
F
UNDING
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NF
O
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M
A
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T
h
e
au
th
o
r
s
d
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at
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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N
:
2
2
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8
8
2
2
I
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t
J
E
v
al
&
R
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d
u
c
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Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
2
6
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-
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822
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NF
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W
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ar
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s
p
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r
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s
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e
R
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m
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ittee
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f
th
e
Facu
lty
o
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d
u
ca
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n
,
Al
-
Azh
ar
Un
iv
er
s
ity
,
E
g
y
p
t (
R
ef
.
No
.
E
DU
-
R
E
C
-
2023
-
2
3
5
8
)
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
ar
e
av
ailab
le
f
r
o
m
th
e
co
r
r
esp
o
n
d
in
g
au
th
o
r
,
[
MA
N
-
a
]
,
u
p
o
n
r
ea
s
o
n
ab
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
D
.
B
e
n
-
Z
i
o
n
,
E
.
G
a
b
i
t
o
v
,
T
.
B
i
t
a
n
,
a
n
d
A
.
P
r
i
o
r
,
“
I
m
p
a
i
r
e
d
e
x
t
r
a
c
t
i
o
n
a
n
d
c
o
n
s
o
l
i
d
a
t
i
o
n
o
f
m
o
r
p
h
o
l
o
g
i
c
a
l
r
e
g
u
l
a
r
i
t
i
e
s
i
n
d
e
v
e
l
o
p
m
e
n
t
a
l
d
y
s
l
e
x
i
a
:
a
d
o
m
a
i
n
g
e
n
e
r
a
l
d
e
f
i
c
i
t
?
”
N
e
u
r
o
p
s
y
c
h
o
l
o
g
i
a
,
v
o
l
.
1
8
8
,
p
.
1
0
8
6
5
2
,
S
e
p
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
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.
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e
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r
o
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c
h
o
l
o
g
i
a
.
2
0
2
3
.
1
0
8
6
5
2
.
[
2
]
M
.
J
.
S
n
o
w
l
i
n
g
,
K
.
M
o
l
l
,
a
n
d
C
.
H
u
l
me,
“
La
n
g
u
a
g
e
d
i
f
f
i
c
u
l
t
i
e
s
a
r
e
a
s
h
a
r
e
d
r
i
s
k
f
a
c
t
o
r
f
o
r
b
o
t
h
r
e
a
d
i
n
g
d
i
s
o
r
d
e
r
a
n
d
m
a
t
h
e
m
a
t
i
c
s
d
i
s
o
r
d
e
r
,
”
J
o
u
r
n
a
l
o
f
E
x
p
e
ri
m
e
n
t
a
l
C
h
i
l
d
Psy
c
h
o
l
o
g
y
,
v
o
l
.
2
0
2
,
p
.
1
0
5
0
0
9
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
j
e
c
p
.
2
0
2
0
.
1
0
5
0
0
9
.
[
3
]
Y
.
Li
,
Y
.
H
u
i
,
H
.
Li
,
a
n
d
X
.
Li
u
,
“
C
o
mp
e
n
sa
t
i
o
n
f
o
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