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Ped
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R
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Stu
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I
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Min
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15
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Feb
r
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20
26
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W
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r
ea
d
in
g
c
am
p
)
,
a
n
d
P
r
o
g
r
a
m
A
n
a
k
K
ita
(
o
u
r
ch
ild
r
en
p
r
o
g
r
a
m
m
ed
)
.
Ho
wev
er
,
d
esp
ite
th
ese
ef
f
o
r
ts
,
s
u
b
s
tan
tial
s
etb
ac
k
s
r
em
ain
,
p
ar
ticu
lar
ly
with
y
ea
r
1
s
tu
d
e
n
ts
wh
o
co
n
tin
u
e
to
s
tr
u
g
g
le
in
m
aster
in
g
th
e
r
ea
d
in
g
,
wr
itin
g
,
an
d
ar
ith
m
etic
s
k
ills
(
3
M)
in
2
0
2
2
[
8
]
.
B
u
t
r
ec
en
tly
,
a
n
ew
is
s
u
e
h
as
em
er
g
ed
r
e
g
ar
d
in
g
th
e
in
cr
ea
s
in
g
n
u
m
b
er
o
f
y
ea
r
1
s
tu
d
en
ts
wh
o
h
av
e
n
o
t
y
et
m
aster
ed
th
e
b
asic
3
M
s
k
ills
,
with
a
to
tal
o
f
1
2
2
,
0
6
2
s
tu
d
en
ts
.
Fu
r
th
er
m
o
r
e,
th
e
p
e
r
s
is
ten
t
3
M
p
r
o
b
lem
,
wh
ich
r
em
ain
s
u
n
r
eso
lv
e
d
f
o
r
m
an
y
s
tu
d
en
ts
f
r
o
m
y
ea
r
1
t
o
y
ea
r
3
,
co
n
tin
u
es
to
im
p
ac
t
th
eir
liter
ac
y
s
k
ills
a
s
th
ey
tr
an
s
itio
n
t
o
s
ec
o
n
d
ar
y
s
ch
o
o
l
[
6
]
.
Fin
d
in
g
s
f
r
o
m
Pr
o
g
r
am
m
e
f
o
r
I
n
te
r
n
atio
n
al
St
u
d
en
t
Ass
ess
m
en
t
(
PISA)
2
0
2
2
s
h
o
w
th
at
o
n
ly
4
2
%
o
f
1
5
-
y
ea
r
-
o
ld
s
tu
d
en
t
s
ac
h
iev
ed
th
e
m
in
im
u
m
p
r
o
f
icien
cy
in
r
ea
d
in
g
co
m
p
ar
ed
to
th
e
Or
g
a
n
is
atio
n
f
o
r
E
co
n
o
m
ic
C
o
-
o
p
er
atio
n
a
n
d
Dev
elo
p
m
en
t
(
OE
C
D)
av
e
r
ag
e
o
f
7
4
%,
with
alm
o
s
t
n
o
n
e
r
ea
c
h
in
g
ad
v
a
n
ce
d
lev
els
(
L
ev
el
5
+
)
.
Ma
lay
s
ia
’
s
m
ea
n
r
ea
d
i
n
g
s
co
r
e
also
d
e
clin
ed
f
r
o
m
4
1
5
in
2
0
1
8
to
3
8
8
in
2
0
2
2
,
r
e
f
le
ctin
g
an
esti
m
ated
1
.
4
y
ea
r
s
o
f
lo
s
t
lear
n
i
n
g
[
9
]
.
At
t
h
e
p
r
im
a
r
y
le
v
el,
ap
p
r
o
x
im
ately
4
2
-
4
3
%
o
f
s
tu
d
en
ts
p
er
f
o
r
m
e
d
b
elo
w
r
e
g
io
n
al
an
d
in
c
o
m
e
-
g
r
o
u
p
b
e
n
c
h
m
ar
k
s
,
in
d
icatin
g
p
er
s
is
ten
t
s
tr
u
ctu
r
al
wea
k
n
ess
es
in
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
a
n
d
cr
itical
en
g
ag
e
m
en
t.
T
h
ese
s
tatis
t
ics
h
ig
h
lig
h
t
s
y
s
tem
ic
wea
k
n
ess
es
in
en
s
u
r
in
g
r
ea
d
in
g
co
m
p
r
eh
e
n
s
io
n
a
n
d
cr
itical
e
n
g
ag
e
m
en
t,
u
n
d
er
s
co
r
in
g
th
e
u
r
g
en
t
n
ee
d
f
o
r
tar
g
eted
in
ter
v
en
tio
n
s
to
s
tr
en
g
th
en
liter
ac
y
o
u
t
co
m
es.
Ad
d
itio
n
ally
,
th
e
lan
g
u
ag
e
s
y
llab
u
s
h
as
b
ec
o
m
e
in
cr
ea
s
in
g
ly
c
h
allen
g
in
g
,
r
eq
u
i
r
in
g
h
ig
h
er
-
o
r
d
er
th
in
k
in
g
s
k
ills
(
HOT
s
)
.
Fo
r
s
o
m
e
s
tu
d
en
ts
,
Ma
lay
lan
g
u
ag
e
is
n
o
t th
eir
f
ir
s
t la
n
g
u
ag
e,
f
u
r
th
er
c
o
m
p
licatin
g
th
e
ir
ab
ilit
y
to
co
m
p
r
eh
e
n
d
ac
ad
e
m
ic
co
n
ten
t [
10
].
Sev
er
al
s
tu
d
ies
co
n
d
u
cted
s
h
o
w
th
at
co
n
tex
tu
ally
tailo
r
ed
in
ter
v
en
tio
n
s
y
ield
p
o
s
itiv
e
o
u
tco
m
es
in
b
r
id
g
in
g
th
e
liter
ac
y
g
a
p
,
p
a
r
ticu
lar
ly
am
o
n
g
l
o
w
-
p
er
f
o
r
m
in
g
s
tu
d
en
t
[
1
1
]
–
[
1
4
]
.
T
h
ese
s
tu
d
ies
em
p
h
asize
th
a
t
liter
ac
y
ch
allen
g
es
ca
n
n
o
t
b
e
ef
f
ec
tiv
ely
ad
d
r
ess
ed
u
s
in
g
a
o
n
e
-
s
ize
-
f
its
all
ap
p
r
o
ac
h
,
esp
ec
ially
in
lin
g
u
is
tically
an
d
s
o
cio
ec
o
n
o
m
ically
d
iv
er
s
e
ed
u
ca
tio
n
al
c
o
n
tex
ts
.
Fo
r
in
s
tan
ce
,
in
ter
v
e
n
tio
n
s
th
at
in
teg
r
ate
s
tu
d
en
ts
’
cu
ltu
r
al
b
ac
k
g
r
o
u
n
d
s
,
h
o
m
e
lan
g
u
ag
es,
a
n
d
lo
ca
l
r
ea
liti
es
h
av
e
p
r
o
v
en
t
o
b
e
m
o
r
e
im
p
ac
tf
u
l
in
im
p
r
o
v
in
g
r
ea
d
in
g
co
m
p
r
eh
en
s
io
n
an
d
m
o
tiv
atio
n
.
Mo
r
e
o
v
er
,
p
r
o
g
r
am
s
t
h
at
o
f
f
er
d
if
f
er
e
n
tiated
in
s
tr
u
ctio
n
,
s
ca
f
f
o
ld
ed
lear
n
in
g
task
s
,
a
n
d
co
m
m
u
n
ity
i
n
v
o
lv
e
m
en
t
h
av
e
s
h
o
wn
e
n
co
u
r
ag
in
g
r
e
s
u
lts
in
in
cr
ea
s
in
g
s
tu
d
en
ts
’
liter
ac
y
en
g
ag
em
en
t
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
ad
a
p
tin
g
lite
r
ac
y
in
s
tr
u
ctio
n
to
s
p
ec
if
ic
class
r
o
o
m
an
d
co
m
m
u
n
ity
n
ee
d
s
,
r
ath
e
r
th
an
r
ely
in
g
s
o
lely
o
n
g
en
er
ic
o
r
u
n
if
o
r
m
s
tr
ateg
ies
th
at
m
ay
n
o
t r
eso
n
ate
with
all
lear
n
er
s
.
Pre
v
io
u
s
s
tu
d
ies
in
liter
ac
y
a
p
p
r
o
ac
h
es
an
d
s
tr
ateg
ies
h
a
v
e
h
ig
h
lig
h
ted
v
ar
io
u
s
m
eth
o
d
s
u
s
ed
to
im
p
r
o
v
e
liter
ac
y
s
k
ills
am
o
n
g
s
tu
d
en
ts
.
T
h
ese
in
clu
d
e
teac
h
er
-
ce
n
ter
e
d
s
tr
ateg
ies,
s
u
ch
as
d
ir
ec
t
in
s
tr
u
ctio
n
th
r
o
u
g
h
s
tr
u
ctu
r
e
d
lectu
r
es,
u
tili
zin
g
clea
r
ex
p
la
n
atio
n
s
,
an
d
ex
am
p
le
-
d
r
i
v
en
co
n
ten
t
d
eliv
er
y
[
15
]
,
[
16
]
.
Pra
ctice
s
lik
e
r
ep
etitio
n
ex
er
cises
an
d
m
em
o
r
izatio
n
ac
t
iv
ities
h
av
e
also
b
ee
n
wid
ely
im
p
lem
en
ted
to
r
ein
f
o
r
ce
f
o
u
n
d
atio
n
al
liter
ac
y
s
k
ills
[
17
]
.
Ad
d
itio
n
ally
,
t
h
e
co
n
s
is
ten
t
u
s
e
o
f
p
r
in
te
d
m
ater
ials
,
in
clu
d
in
g
tex
tb
o
o
k
s
a
n
d
wo
r
k
b
o
o
k
s
,
allo
ws
s
tu
d
en
ts
to
en
g
ag
e
in
in
d
ep
e
n
d
en
t
e
x
er
cises
th
at
s
tr
en
g
th
en
th
ei
r
co
m
p
r
eh
e
n
s
io
n
a
n
d
r
eten
tio
n
[
18
]
.
Ho
wev
er
,
th
is
s
tu
d
y
ar
g
u
es
th
at
tr
ad
itio
n
al
m
eth
o
d
s
la
ck
th
e
e
f
f
ec
tiv
en
ess
an
d
ad
a
p
tab
ilit
y
n
ee
d
e
d
to
p
r
o
d
u
ce
s
ig
n
if
ican
t im
p
r
o
v
e
m
en
t
s
in
liter
ac
y
o
u
tco
m
es.
T
o
clo
s
e
th
e
liter
ac
y
g
ap
an
d
en
s
u
r
e
th
at
all
s
tu
d
en
ts
,
h
av
e
eq
u
al
o
p
p
o
r
tu
n
ities
f
o
r
ac
ad
e
m
ic
s
u
cc
ess
,
we
m
u
s
t
ad
o
p
t
a
m
u
lti
-
f
ac
et
ed
ap
p
r
o
ac
h
.
T
h
is
s
tu
d
y
ex
p
lo
r
es
h
o
w
r
ea
d
in
g
liter
ac
y
is
cu
r
r
en
tly
b
ein
g
in
teg
r
ated
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
o
u
tco
m
es.
T
h
e
aim
is
to
en
s
u
r
e
th
at
s
tu
d
en
ts
ca
n
lear
n
alo
n
g
s
id
e
th
eir
p
ee
r
s
in
m
ai
n
s
tr
ea
m
class
r
o
o
m
s
,
th
er
eb
y
r
ed
u
cin
g
th
e
n
u
m
b
er
o
f
lear
n
e
r
s
with
u
n
r
eso
lv
e
d
3
M
is
s
u
es
as
th
ey
tr
an
s
itio
n
to
s
ec
o
n
d
ar
y
s
ch
o
o
l
p
ar
ticu
lar
ly
in
lig
h
t
o
f
M
alay
s
ia’
s
ev
o
lv
in
g
cu
r
r
ic
u
lu
m
an
d
tech
n
o
l
o
g
ical
ad
v
an
ce
m
e
n
ts
.
W
ith
th
e
r
ig
h
t
s
tr
ateg
ies
an
d
s
u
p
p
o
r
t
s
y
s
tem
s
in
p
lace
,
Ma
lay
s
ia
h
as
th
e
p
o
ten
tial
to
clo
s
e
th
e
liter
ac
y
g
ap
an
d
en
s
u
r
e
th
at
all
s
tu
d
en
ts
s
u
cc
ee
d
ac
ad
em
icall
y
[
19
]
,
[
20
]
.
T
o
a
d
d
r
ess
t
h
ese
c
h
al
le
n
g
es
,
t
h
is
a
r
ti
cle
wil
l
f
o
c
u
s
o
n
wh
at
i
s
cu
r
r
e
n
tl
y
b
ei
n
g
i
n
t
e
g
r
ate
d
in
r
ea
d
i
n
g
lite
r
a
cy
t
h
r
o
u
g
h
s
e
v
e
r
a
l
a
p
p
r
o
a
ch
es
t
o
en
h
an
ce
s
t
u
d
en
t
l
e
ar
n
i
n
g
,
f
r
a
m
e
d
ar
o
u
n
d
t
h
r
ee
o
v
e
r
a
r
c
h
i
n
g
t
h
e
m
es
:
i
)
p
e
d
a
g
o
g
ica
l
i
n
te
g
r
at
io
n
;
ii
)
t
ea
c
h
er
p
r
o
f
ess
io
n
a
lis
m
d
ev
e
lo
p
m
e
n
t
a
n
d
ca
p
a
cit
y
b
u
il
d
i
n
g
;
a
n
d
iii
)
s
t
u
d
e
n
t
en
g
a
g
em
en
t
an
d
lit
er
ac
y
o
u
t
c
o
m
es
.
B
y
ex
p
l
o
r
i
n
g
t
h
ese
t
h
e
m
es,
t
h
is
ar
tic
le
ai
m
s
to
h
i
g
h
li
g
h
t
t
h
e
m
o
s
t
e
f
f
e
cti
v
e
in
t
eg
r
ati
o
n
t
h
a
t
c
a
n
h
el
p
e
n
h
a
n
c
e
r
ea
d
ab
ilit
y
w
h
il
e
c
o
n
t
r
i
b
u
tin
g
v
al
u
a
b
le
i
n
s
i
g
h
ts
i
n
t
o
h
o
w
ea
c
h
m
et
h
o
d
c
a
n
h
el
p
i
m
p
r
o
v
e
lit
er
ac
y
o
u
t
c
o
m
e
s
,
t
h
er
eb
y
s
u
p
p
o
r
ti
n
g
t
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m
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cc
ess
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s
t
u
d
e
n
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
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v
al
&
R
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d
u
c
I
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N:
2252
-
8
8
2
2
I
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773
2.
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atic
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[
21
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[
22
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a
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Mo
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[
23
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f
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u
r
e
1
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m
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a
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1
.
Data
ex
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s
y
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tem
atica
lly
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E
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h
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ated
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ca
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ap
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u
r
e
1
.
PR
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2
0
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lo
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r
am
illu
s
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atin
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tio
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s
s
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clu
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d
in
th
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L
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le
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n
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d
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clu
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iter
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C
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a
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a
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
26
:
77
1
-
783
774
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
hem
e
1
:
peda
g
o
g
ica
l i
nte
g
ra
t
io
n
T
h
is
f
ir
s
t
th
em
e
d
is
cu
s
s
es
th
e
f
ir
s
t
o
v
er
ac
h
in
g
th
em
e
id
e
n
tifi
ed
f
r
o
m
th
e
r
e
v
iew,
wh
ich
p
e
d
ag
o
g
ical
in
teg
r
atio
n
.
T
h
e
th
em
e
ce
n
t
er
s
o
n
h
o
w
liter
ac
y
i
n
s
tr
u
c
tio
n
is
b
ein
g
tr
an
s
f
o
r
m
ed
t
h
r
o
u
g
h
in
n
o
v
ativ
e
in
s
tr
u
ctio
n
al
s
tr
ateg
ies
th
at
b
len
d
co
n
ten
t,
tech
n
o
lo
g
y
a
n
d
s
o
cial
cu
ltu
r
al
r
elev
an
ce
to
s
u
p
p
o
r
t
d
i
v
er
s
e
lear
n
er
s
.
Stu
d
ies
em
p
h
asize
in
ter
d
is
cip
lin
ar
y
a
n
d
o
p
e
n
-
en
d
e
d
lear
n
i
n
g
t
h
at
f
o
s
ter
s
2
1
s
t
ce
n
tu
r
y
s
k
ills
th
r
o
u
g
h
p
r
o
jects
in
v
o
lv
i
n
g
d
i
g
ital
to
o
l
s
,
v
is
u
al
co
n
ten
t,
a
n
d
in
d
ep
en
d
en
t
ex
p
l
o
r
atio
n
[
24
]
.
Oth
er
r
esear
ch
er
s
h
ig
h
lig
h
t
tr
an
s
lan
g
u
ag
in
g
s
tr
ateg
ies
th
at
lev
er
ag
e
s
tu
d
en
ts
’
h
o
m
e
lan
g
u
ag
es,
b
ilin
g
u
al
a
n
d
p
r
o
ject
-
b
ased
ap
p
r
o
ac
h
es
to
s
u
p
p
o
r
t
b
o
th
liter
ac
y
a
n
d
th
e
in
teg
r
atio
n
o
f
co
m
p
u
tatio
n
al
t
h
in
k
in
g
,
s
to
r
y
tellin
g
,
an
d
d
ig
ita
l
m
ed
ia
to
im
p
r
o
v
e
en
g
ag
em
e
n
t
an
d
co
g
n
itiv
e
d
e
v
elo
p
m
en
t
[
25
]
–
[
27
]
.
T
h
er
e
is
also
a
clea
r
em
p
h
asis
o
n
in
cl
u
s
iv
e
p
r
ac
tices
s
u
ch
as
d
ialo
g
ic
lear
n
in
g
an
d
p
lay
-
b
ased
liter
ac
y
,
wh
ich
en
h
an
ce
n
o
t
o
n
ly
lan
g
u
a
g
e
o
u
tco
m
es
b
u
t
also
id
en
tity
d
ev
elo
p
m
e
n
t a
n
d
s
tu
d
en
t a
g
e
n
cy
[
28
]
,
[
29
]
.
All th
is
f
in
d
in
g
ca
n
r
ef
er
i
n
T
ab
le
2
(
in
Ap
p
en
d
ix
)
[
3
0
]
–
[
6
0
]
.
3
.
2
.
T
hem
e
2
:
t
ea
cher
pro
f
e
s
s
io
na
l dev
elo
pm
ent
a
nd
ca
pa
cit
y
bu
ild
ing
T
h
e
s
ec
o
n
d
th
em
e
in
T
ab
le
3
f
o
cu
s
es
o
n
h
o
w
teac
h
e
r
s
ar
e
s
u
p
p
o
r
ted
th
r
o
u
g
h
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
an
d
ca
p
ac
ity
-
b
u
i
ld
in
g
ef
f
o
r
ts
to
s
tr
en
g
t
h
en
lit
er
ac
y
in
s
tr
u
ctio
n
in
d
i
v
er
s
e
e
d
u
ca
tio
n
al
s
ettin
g
s
.
T
h
e
s
tu
d
ies
h
ig
h
lig
h
t
in
itiativ
es
s
u
ch
as
in
clu
s
iv
e
p
ed
ag
o
g
y
tr
ain
in
g
[
61
]
,
tec
h
n
o
l
o
g
y
-
i
n
teg
r
ated
teac
h
i
n
g
f
o
r
p
r
e
-
s
er
v
ice
teac
h
e
r
s
[
62
]
,
v
is
u
al
liter
ac
y
an
d
in
s
tr
u
ctio
n
al
d
esig
n
d
e
v
elo
p
m
e
n
t
[
63
]
,
p
ed
ag
o
g
ical
r
ef
o
r
m
s
alig
n
ed
with
n
atio
n
al
s
tan
d
ar
d
s
[
64
]
,
[
65
]
an
d
lar
g
e
-
s
ca
le
p
r
o
g
r
am
s
lik
e
ME
MBAC
A
I
I
th
at
en
h
an
ce
teac
h
e
r
lead
er
s
h
ip
an
d
s
y
s
tem
ic
im
p
ac
t
[
66
]
.
T
h
ese
f
in
d
in
g
s
r
ei
n
f
o
r
ce
t
h
e
im
p
o
r
tan
ce
o
f
e
m
p
o
wer
in
g
teac
h
er
s
th
r
o
u
g
h
tar
g
eted
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
en
t
t
o
d
r
iv
e
m
ea
n
in
g
f
u
l
an
d
s
u
s
tain
ab
le
liter
ac
y
im
p
r
o
v
em
e
n
t.
I
n
ad
d
itio
n
,
Kn
o
wles’
ad
u
lt
lear
n
in
g
th
eo
r
y
(
An
d
r
ag
o
g
y
)
also
alig
n
s
with
th
ese
f
in
d
in
g
s
,
as
it
s
tr
es
s
e
s
s
elf
-
d
ir
ec
ted
,
ex
p
er
ie
n
tial,
an
d
p
r
o
b
lem
-
ce
n
ter
e
d
ap
p
r
o
a
ch
es
th
at
ar
e
ess
en
tia
l
in
t
ea
ch
er
s
’
co
n
tin
u
o
u
s
p
r
o
f
ess
io
n
al
g
r
o
wth
.
T
h
is
m
e
th
o
d
n
o
t
o
n
ly
o
n
im
p
r
o
v
in
g
t
ea
ch
in
g
tec
h
n
iq
u
es
b
u
t
also
r
esh
ap
in
g
teac
h
e
r
s
’
p
r
o
f
ess
io
n
al
id
en
titi
es
an
d
p
o
s
itio
n
in
g
th
em
as
ch
an
g
e
ag
en
t
s
wh
o
co
-
co
n
s
tr
u
ct
liter
ac
y
g
o
als
with
in
ev
o
lv
in
g
cu
r
r
icu
lar
a
n
d
tech
n
o
lo
g
ical
la
n
d
s
ca
p
es.
T
ab
le
3
.
T
ea
c
h
er
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t a
n
d
ca
p
ac
ity
b
u
ild
in
g
C
i
t
a
t
i
o
n
s
I
n
t
e
g
r
a
t
i
o
n
t
o
r
e
a
d
i
n
g
l
i
t
e
r
a
c
y
T
e
a
c
h
e
r
l
e
a
r
n
i
n
g
g
o
a
l
I
n
t
e
g
r
a
t
i
o
n
t
o
r
e
a
d
i
n
g
l
i
t
e
r
a
c
y
i
mp
l
e
m
e
n
t
a
t
i
o
n
S
t
u
d
e
n
t
t
a
r
g
e
t
C
o
u
n
t
r
y
[
67
]
I
n
t
e
g
r
a
t
e
s r
e
a
d
i
n
g
l
i
t
e
r
a
c
y
w
i
t
h
i
n
r
e
m
e
d
i
a
l
l
a
n
g
u
a
g
e
i
n
s
t
r
u
c
t
i
o
n
b
y
a
d
d
r
e
ssi
n
g
l
e
a
r
n
e
r
s’
c
u
l
t
u
r
a
l
a
n
d
l
i
n
g
u
i
s
t
i
c
d
i
v
e
r
s
i
t
y
.
S
t
r
e
n
g
t
h
e
n
s
t
e
a
c
h
e
r
s
’
a
b
i
l
i
t
y
t
o
r
e
c
o
g
n
i
z
e
a
n
d
m
a
n
a
g
e
c
u
l
t
u
r
a
l
c
h
a
l
l
e
n
g
e
s
i
n
r
e
m
e
d
i
a
l
l
i
t
e
r
a
c
y
t
e
a
c
h
i
n
g
.
A
p
p
l
i
e
s c
u
l
t
u
r
a
l
l
y
r
e
s
p
o
n
s
i
v
e
i
n
s
t
r
u
c
t
i
o
n
a
l
p
r
a
c
t
i
c
e
s
i
n
r
e
m
e
d
i
a
l
c
l
a
ssr
o
o
ms
t
o
su
p
p
o
r
t
r
e
a
d
i
n
g
d
e
v
e
l
o
p
me
n
t
.
S
t
u
d
e
n
t
s
r
e
q
u
i
r
i
n
g
t
a
r
g
e
t
e
d
s
u
p
p
o
r
t
i
n
r
e
a
d
i
n
g
a
n
d
l
a
n
g
u
a
g
e
l
e
a
r
n
i
n
g
.
M
a
l
a
y
si
a
[
63
]
I
n
t
e
g
r
a
t
e
d
v
i
s
u
a
l
l
i
t
e
r
a
c
y
t
o
e
n
h
a
n
c
e
m
a
t
e
r
i
a
l
d
e
si
g
n
a
n
d
e
n
g
a
g
e
m
e
n
t
I
mp
r
o
v
e
t
e
a
c
h
e
r
s’
v
i
s
u
a
l
l
i
t
e
r
a
c
y
a
n
d
mat
e
r
i
a
l
d
e
v
e
l
o
p
me
n
t
V
i
su
a
l
l
i
t
e
r
a
c
y
t
r
a
i
n
i
n
g
i
m
p
l
e
me
n
t
e
d
t
h
r
o
u
g
h
c
o
n
t
r
a
s
t
,
r
e
p
e
t
i
t
i
o
n
,
a
l
i
g
n
me
n
t
,
a
n
d
p
r
o
x
i
mi
t
y
(
C
R
A
P
)
d
e
s
i
g
n
p
r
i
n
c
i
p
l
e
s
i
n
t
e
a
c
h
e
r
p
r
o
f
e
ss
i
o
n
a
l
p
r
o
g
r
a
m
E
n
g
l
i
s
h
a
s
a
f
o
r
e
i
g
n
l
a
n
g
u
a
g
e
(
E
F
L
)
p
r
i
m
a
r
y
s
c
h
o
o
l
I
n
d
o
n
e
si
a
[
64
]
I
n
v
e
st
i
g
a
t
e
d
En
g
l
i
s
h
l
i
t
e
r
a
c
y
a
c
q
u
i
s
i
t
i
o
n
Ex
p
l
o
r
e
t
e
a
c
h
e
r
s’
p
e
d
a
g
o
g
i
c
a
l
p
r
a
c
t
i
c
e
s
a
n
d
l
i
t
e
r
a
c
y
d
e
l
i
v
e
r
y
.
C
l
a
s
sr
o
o
m
i
n
s
t
r
u
c
t
i
o
n
,
l
i
t
e
r
a
c
y
t
e
st
i
n
g
,
a
n
d
c
u
r
r
i
c
u
l
u
m
-
b
a
s
e
d
st
r
a
t
e
g
i
e
s
P
r
i
mary
sc
h
o
o
l
T
a
n
z
a
n
i
a
[
68
]
F
o
c
u
se
d
o
n
b
u
i
l
d
i
n
g
e
a
r
l
y
l
a
n
g
u
a
g
e
l
i
t
e
r
a
c
y
a
w
a
r
e
n
e
ss
i
n
I
sl
a
mi
c
b
o
a
r
d
i
n
g
s
c
h
o
o
l
st
u
d
e
n
t
s
S
t
r
e
n
g
t
h
e
n
l
e
a
d
e
r
sh
i
p
a
n
d
t
e
a
c
h
e
r
r
o
l
e
s
i
n
i
mp
l
e
m
e
n
t
i
n
g
l
i
t
e
r
a
c
y
p
r
o
g
r
a
ms
I
mp
l
e
me
n
t
e
d
t
h
r
o
u
g
h
t
e
a
m
t
e
a
c
h
i
n
g
,
a
c
t
i
v
i
t
y
m
o
n
i
t
o
r
i
n
g
,
a
n
d
r
e
so
u
r
c
e
o
p
t
i
mi
z
a
t
i
o
n
Ea
r
l
y
a
g
e
st
u
d
e
n
t
s
I
n
d
o
n
e
si
a
[
69
]
P
r
o
mo
t
e
s
l
i
t
e
r
a
c
y
d
e
v
e
l
o
p
me
n
t
t
h
r
o
u
g
h
mo
t
h
e
r
t
o
n
g
u
e
-
b
a
se
d
mu
l
t
i
l
i
n
g
u
a
l
e
d
u
c
a
t
i
o
n
(
M
TB
-
M
LE)
U
n
d
e
r
st
a
n
d
a
n
d
i
mp
l
e
m
e
n
t
M
T
B
-
M
LE
t
o
e
n
h
a
n
c
e
l
a
n
g
u
a
g
e
a
n
d
l
i
t
e
r
a
c
y
d
e
v
e
l
o
p
me
n
t
A
p
p
l
i
e
d
M
TB
-
M
LE
t
h
r
o
u
g
h
n
a
t
i
v
e
l
a
n
g
u
a
g
e
i
n
st
r
u
c
t
i
o
n
,
p
a
r
e
n
t
i
n
v
o
l
v
e
m
e
n
t
,
a
n
d
c
u
l
t
u
r
a
l
l
y
c
o
n
t
e
x
t
u
a
l
i
z
e
d
p
r
a
c
t
i
c
e
s.
El
e
m
e
n
t
a
r
y
s
c
h
o
o
l
P
h
i
l
i
p
p
i
n
e
s
[
70
]
A
d
d
r
e
ss
e
d
f
u
t
u
r
e
d
i
g
i
t
a
l
l
i
t
e
r
a
c
y
n
e
e
d
s t
h
r
o
u
g
h
c
u
r
r
i
c
u
l
u
m
i
n
n
o
v
a
t
i
o
n
P
r
e
p
a
r
e
t
e
a
c
h
e
r
s t
o
d
e
v
e
l
o
p
f
u
t
u
r
e
-
r
e
a
d
y
l
e
a
r
n
e
r
s
a
n
d
i
n
t
e
g
r
a
t
e
t
e
c
h
n
o
l
o
g
y
I
mp
l
e
me
n
t
e
d
v
i
a
t
e
c
h
n
o
l
o
g
y
i
n
t
e
g
r
a
t
i
o
n
,
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
a
c
t
i
v
i
t
i
e
s
,
a
n
d
a
d
a
p
t
a
b
l
e
p
e
d
a
g
o
g
i
c
a
l
s
t
r
a
t
e
g
i
e
s
P
r
i
mary
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serv
i
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t
e
a
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H
o
n
g
K
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[
71
]
I
mp
l
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me
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t
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d
R
2
L
b
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[
72
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F
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d
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p
p
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I
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2252
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8
8
2
2
I
n
teg
r
a
tio
n
i
n
r
ea
d
in
g
liter
a
cy
:
a
s
ystema
tic
r
ev
iew
o
f p
ed
a
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… (
Md
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Md
Yu
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775
Acr
o
s
s
th
e
r
ev
iewe
d
s
tu
d
ies,
th
e
m
o
s
t
r
elev
an
t
co
n
tr
i
b
u
tio
n
s
to
teac
h
er
p
r
o
f
ess
io
n
alis
m
c
am
e
f
r
o
m
th
r
ee
m
ain
ar
ea
s
:
in
clu
s
iv
e
p
ed
ag
o
g
y
,
d
ig
ital
teac
h
in
g
s
k
i
lls
,
an
d
v
is
u
al
liter
ac
y
tr
ain
i
n
g
.
T
h
ese
ty
p
es
o
f
in
teg
r
atio
n
h
elp
ed
teac
h
er
s
d
e
s
ig
n
b
etter
less
o
n
s
,
u
s
e
tech
n
o
lo
g
y
m
o
r
e
co
n
f
i
d
en
tly
,
a
n
d
r
esp
o
n
d
to
s
tu
d
en
ts
’
d
iv
er
s
e
liter
ac
y
n
ee
d
s
m
o
r
e
e
f
f
ec
tiv
ely
.
B
y
m
aster
in
g
d
ig
it
al
teac
h
in
g
s
k
ills
,
ed
u
ca
to
r
s
c
an
ex
ten
d
liter
ac
y
lear
n
in
g
b
ey
o
n
d
th
e
t
r
ad
itio
n
al
class
r
o
o
m
th
r
o
u
g
h
in
te
r
ac
tiv
e
p
latf
o
r
m
s
an
d
m
u
ltimo
d
al
r
eso
u
r
ce
s
s
u
c
h
as
v
ir
tu
al
class
r
o
o
m
s
,
v
is
u
al
d
es
ig
n
to
o
ls
,
an
d
m
u
ltimo
d
al
lea
r
n
in
g
en
v
i
r
o
n
m
e
n
ts
th
at
s
u
p
p
o
r
t
in
ter
ac
tiv
e
an
d
p
er
s
o
n
alize
d
in
s
tr
u
ctio
n
.
T
h
e
n
ex
t
th
em
e
will
f
o
cu
s
o
n
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
liter
ac
y
o
u
tco
m
es,
h
ig
h
lig
h
tin
g
h
o
w
teac
h
er
-
d
r
iv
en
p
r
ac
tices tr
an
s
late
in
to
r
ea
l
g
ain
s
in
s
tu
d
en
t le
ar
n
i
n
g
.
3
.
2
.
T
hem
e
3
:
s
t
ud
ent
eng
a
g
em
ent
a
nd
lite
ra
cy
o
utc
o
m
es
T
h
is
th
ir
d
th
em
e
f
o
cu
s
es
o
n
h
o
w
s
tu
d
en
t
en
g
a
g
em
en
t
d
r
iv
es
liter
ac
y
d
ev
elo
p
m
en
t,
p
a
r
ticu
l
ar
ly
wh
en
lear
n
in
g
is
m
ad
e
r
elev
an
t,
in
cl
u
s
iv
e
an
d
in
ter
ac
tiv
e.
T
h
is
s
tu
d
ies
r
ev
iewe
d
h
ig
h
lig
h
t
d
iv
e
r
s
e
s
tr
ateg
ies
s
u
ch
as
liv
in
g
liter
ac
ies
th
at
ce
n
ter
p
ee
r
in
ter
ac
tio
n
an
d
h
u
m
a
n
ized
lear
n
in
g
en
v
ir
o
n
m
en
ts
[
73
]
,
p
r
o
ject
-
b
ased
an
d
b
ilin
g
u
al
m
o
d
u
les
th
at
co
n
n
e
ct
lan
g
u
ag
e
s
k
ills
[
74
]
,
an
d
m
u
ltimo
d
al
ap
p
r
o
ac
h
es
lik
e
tr
an
s
lan
g
u
ag
i
n
g
an
d
v
is
u
al
m
ap
p
in
g
th
at
s
u
p
p
o
r
t
id
en
tity
ex
p
r
ess
io
n
an
d
ac
a
d
em
ic
co
n
f
i
d
en
ce
[
75
]
.
I
n
ter
v
en
tio
n
s
s
u
ch
as
th
e
T
-
s
h
ap
e
liter
ac
y
m
o
d
el
[
76
]
a
n
d
s
h
ar
ed
s
to
r
y
tellin
g
with
wo
r
d
less
p
ictu
r
eb
o
o
k
s
[
77
]
s
h
o
w
h
o
w
s
tr
u
ctu
r
ed
y
et
cr
ea
tiv
e
ac
tiv
ities
ca
n
en
h
a
n
ce
s
tu
d
en
ts
'
co
m
p
r
eh
en
s
io
n
,
wr
itin
g
,
an
d
n
a
r
r
ativ
e
ab
ilit
ies.
Ad
d
itio
n
ally
,
th
em
es
o
f
em
o
tio
n
al
r
esil
ien
ce
,
h
o
m
e
-
s
ch
o
o
l
liter
ac
y
co
n
n
ec
tio
n
s
,
an
d
cu
ltu
r
ally
r
esp
o
n
s
iv
e
t
ea
ch
in
g
r
e
v
ea
l
th
e
b
r
o
ad
e
r
s
o
cial
-
em
o
tio
n
al
a
n
d
cu
ltu
r
al
d
im
en
s
io
n
s
th
at
in
f
lu
en
ce
s
tu
d
en
ts
’
liter
ac
y
en
g
ag
em
en
t
an
d
s
u
cc
ess
.
An
o
v
er
v
iew
o
f
th
e
k
e
y
p
e
d
ag
o
g
ical
s
tr
ateg
ies,
s
tu
d
en
t
en
g
ag
em
e
n
t
ap
p
r
o
ac
h
es,
an
d
liter
ac
y
o
u
tco
m
es
id
en
tifie
d
in
th
is
th
em
e
is
s
u
m
m
ar
ized
in
T
a
b
le
4
.
B
ased
o
n
th
e
co
lle
cti
o
n
o
f
s
t
u
d
ies
i
n
t
h
is
th
em
e,
t
h
e
m
o
s
t
i
m
p
ac
t
f
u
l
in
te
r
v
e
n
ti
o
n
s
i
n
c
lu
d
e
th
e
u
s
e
o
f
liv
in
g
li
te
r
a
cies
,
w
h
i
ch
p
r
o
m
o
te
p
ee
r
-
le
d
a
n
d
i
n
c
lu
s
i
v
e
p
r
a
ct
ices
t
h
a
t
d
is
r
u
p
t
r
i
g
i
d
cl
ass
r
o
o
m
n
o
r
m
s
[
47
]
.
T
h
e
T
-
s
h
a
p
e
li
te
r
ac
y
m
o
d
el
d
em
o
n
s
t
r
at
e
d
s
i
g
n
if
ic
an
t
i
m
p
r
o
v
e
m
e
n
ts
i
n
s
tu
d
en
ts
’
lit
er
ar
y
a
n
al
y
s
is
a
n
d
c
r
e
ati
v
e
wr
it
in
g
s
k
i
lls
,
es
p
e
cia
ll
y
a
m
o
n
g
u
n
d
e
r
s
e
r
v
e
d
l
ea
r
n
e
r
s
[
50
]
.
Fu
r
t
h
e
r
m
o
r
e
,
b
i
li
n
g
u
al
p
r
o
ject
-
b
as
ed
le
ar
n
i
n
g
s
u
p
p
o
r
te
d
d
u
a
l
-
la
n
g
u
a
g
e
lit
e
r
a
cy
d
e
v
el
o
p
m
e
n
t
[
48
]
,
wh
i
le
ad
u
l
t
-
s
ca
f
f
o
l
d
ed
s
t
o
r
y
tel
li
n
g
wi
th
w
o
r
d
less
p
ic
tu
r
eb
o
o
k
s
ef
f
e
cti
v
el
y
en
h
an
ce
d
c
h
il
d
r
e
n
’
s
n
a
r
r
at
iv
e
c
o
n
s
tr
u
cti
o
n
[
5
1
]
.
T
h
es
e
f
i
n
d
in
g
s
h
i
g
h
li
g
h
t
t
h
e
im
p
o
r
t
an
ce
o
f
i
n
t
er
ac
t
iv
e,
e
x
p
r
ess
iv
e,
a
n
d
s
tu
d
en
t
-
ce
n
t
er
ed
s
t
r
at
e
g
ies
i
n
im
p
r
o
v
i
n
g
e
n
g
a
g
e
m
en
t
a
n
d
o
u
t
co
m
es
.
T
h
e
f
in
d
in
g
s
o
f
th
is
r
ev
iew
ca
n
b
e
b
etter
u
n
d
er
s
to
o
d
t
h
r
o
u
g
h
s
ev
er
al
estab
lis
h
ed
t
h
eo
r
etica
l
p
er
s
p
ec
tiv
es.
Ped
ag
o
g
ical
in
te
g
r
atio
n
r
eso
n
ates
with
Vy
g
o
ts
k
y
’
s
s
o
cio
cu
ltu
r
al
th
eo
r
y
,
wh
i
ch
em
p
h
asizes
th
at
liter
ac
y
d
ev
elo
p
s
th
r
o
u
g
h
s
o
c
ial
in
ter
ac
tio
n
an
d
c
u
ltu
r
al
to
o
ls
,
s
u
ch
as
lan
g
u
ag
e
a
n
d
m
u
ltimo
d
al
r
eso
u
r
ce
s
.
Ov
er
all,
th
e
s
tu
d
ies
in
t
h
is
th
e
m
e
r
ev
ea
l
th
at
m
ea
n
in
g
f
u
l
a
n
d
ac
tiv
e
s
tu
d
en
t
e
n
g
ag
e
m
en
t
i
s
a
cr
itical
f
ac
to
r
in
s
tr
en
g
th
en
in
g
s
tu
d
e
n
ts
’
liter
ac
y
s
k
ills
.
Stra
teg
ies
s
u
c
h
as
p
r
o
ject
-
b
ased
lear
n
in
g
,
tr
an
s
lan
g
u
ag
i
n
g
,
p
ictu
r
eb
o
o
k
,
s
to
r
y
tellin
g
,
an
d
ap
p
r
o
ac
h
es
th
at
s
u
p
p
o
r
t
id
e
n
tity
ex
p
r
ess
io
n
an
d
em
o
tio
n
al
well
-
b
ein
g
h
av
e
p
r
o
v
e
n
ef
f
ec
tiv
e
i
n
en
h
a
n
cin
g
m
o
tiv
atio
n
,
c
o
m
p
r
e
h
en
s
io
n
a
n
d
liter
ac
y
ac
h
iev
e
m
en
t.
T
ab
le
4
.
Stu
d
e
n
t
en
g
a
g
em
en
t
an
d
liter
ac
y
o
u
tco
m
es
C
i
t
a
t
i
o
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s
I
n
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e
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r
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t
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t
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[
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25
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[
26
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[
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[
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[
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[
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[
37
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41
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[
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[
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[
48
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[
49
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[
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[
35
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[
36
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[
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