Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills

Eng: This Action Case Study implemented a Content-Based Instruction (CBI) approach to enhance the reading comprehension skills of ninth-grade students in a Colombian public school. The focus was on health-themed lessons, assessing their impact on literal, inferential, and critical reading skills wit...

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Autores:: Alba Acosta, José Manuel de

Tipo de recurso:: Trabajo de grado de pregrado

Fecha de publicación:: 2023

Institución:: Universidad de Córdoba

Repositorio:: Repositorio Institucional Unicórdoba

Idioma:: eng

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repository_id_str
dc.title.eng.fl_str_mv	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
title	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
spellingShingle	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills Content-based instruction (CBI) Reading comprehension CBI lessons Action case research study Vocabulary acquisition Literacy enhancement
title_short	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
title_full	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
title_fullStr	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
title_full_unstemmed	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
title_sort	Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills
dc.creator.fl_str_mv	Alba Acosta, José Manuel de
dc.contributor.advisor.none.fl_str_mv	Lorduy Arellano, Danilza
dc.contributor.author.none.fl_str_mv	Alba Acosta, José Manuel de
dc.contributor.registrationauthority.none.fl_str_mv	Herrera Naranjo, Sol Jashmed
dc.contributor.jury.none.fl_str_mv	Valle Zapata, Liliana Beatriz Jerez Rodríguez, Sonia María
dc.subject.keywords.eng.fl_str_mv	Content-based instruction (CBI) Reading comprehension CBI lessons Action case research study Vocabulary acquisition Literacy enhancement
topic	Content-based instruction (CBI) Reading comprehension CBI lessons Action case research study Vocabulary acquisition Literacy enhancement
description	Eng: This Action Case Study implemented a Content-Based Instruction (CBI) approach to enhance the reading comprehension skills of ninth-grade students in a Colombian public school. The focus was on health-themed lessons, assessing their impact on literal, inferential, and critical reading skills with lengthy informative texts. Qualitative methods, including a diagnostic test, researcher observations, and the researcher journal, were employed over few weeks. Results showed improved comprehension and expanded health vocabulary through discussions and posters. However, challenges persisted in fully summarizing main ideas, emphasizing the need for enhanced strategic processing. The study highlights the effectiveness of CBI in bolstering reading skills, shedding light on areas for further improvement in strategic processing to enhance working memory and information retention. Spa: Este estudio de caso de acción implementó un enfoque de instrucción basada en contenidos (CBI) para mejorar las habilidades de comprensión lectora de estudiantes de noveno grado en una escuela pública colombiana. La atención se centró en lecciones con temas de salud, evaluando su impacto en las habilidades de lectura literal, inferencial y crítica con textos informativos extensos. Durante algunas semanas se emplearon métodos cualitativos, incluida una prueba de diagnóstico, observaciones del investigador y el diario del investigador. Los resultados mostraron una mejor comprensión y un vocabulario de salud ampliado a través de debates y carteles. Sin embargo, persistieron los desafíos para resumir completamente las ideas principales, enfatizando la necesidad de un mejor procesamiento estratégico. El estudio destaca la eficacia de la CBI para reforzar las habilidades de lectura, arrojando luz sobre áreas que necesitan mejoras adicionales en el procesamiento estratégico para mejorar la memoria de trabajo y la retención de información.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2023-12-19T00:16:49Z
dc.date.available.none.fl_str_mv	2023-12-19T00:16:49Z
dc.date.issued.none.fl_str_mv	2023-12-14
dc.type.none.fl_str_mv	Trabajo de grado - Pregrado
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dc.identifier.instname.none.fl_str_mv	Universidad de Córdoba
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dc.relation.references.none.fl_str_mv	Adams, M. J. (1994). Beginning to read: Thinking and learning about print. Office of Educational Research and Improvement (ED), Washington, DC. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. See the vol in: https://eric.ed.gov/?id=ED315740 Anyanti, Jennifer & Akuiyibo, Selema & Idogho, Omokhudu & Ohuneni, Stephen & Isiguzo, Chinwoke. (2020). Assessment of Factors Contributing to TB Treatment Adherence among Patients on TB Treatment in Kano State, Nigeria: A Case Study. Journal of Tuberculosis Research. Taken from: https://www.researchgate.net/figure/Thematic-Analysis-by-Braun-and-Clarke-Source-Braun-and-Clarke-2006-10_fig1_345992257 Braun, V. and Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa Braa, K. & Vidgen, R. (1995) Action case: exploring the middle kingdom in is research methods. Proceedings of Computers in Context: Joining Forces in Design. Aarhus, Denmark Brinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House. Brinton, D. M., & Snow, M. A. (2017). The evolving architecture of content-based instruction. The content-based classroom: New perspectives on integrating language and content, 2-20. Brydon-Miller, Mary & Greenwood, Davydd & Maguire, Patricia. (2003). Why Action Research? Action Research - ACTION RES. 1. 9-28. 10.1177/14767503030011002. Caulfield, J. (2022, November 25). How to Do Thematic Analysis \| Step-by-Step Guide & Examples. Scribbr. Retrieved January 15, 2023, from https://www.scribbr.com/methodology/thematic-analysis/ Castillo, Hermínia Vicentelli de. (1999). Consideraciones generales sobre el uso del texto informativo en la formación académica del estudiante a nivel de escuela básica. Psicologia Escolar e Educacional, 3(1), 97-101. Recovered from. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-85571999000100012&lng=pt&tlng=es. Cervantes, J. A. (2009, diciembre). Como fomentar el hábito de la lectura y la comprensión lectora. Revista Vinculando. Connors-Tadros, L. (2014). Definitions and approaches to measuring reading proficiency. Ceelo Fast Facts. Cuetos, F. (1990). Psicología de la lectura (Diagnóstico y tratamiento). Escuela Española. Freire, P. (2004). Pedagogía de la autonomía. Sao Paulo: Paz e Terra SA. Hidalgo Dávila, H. A., & Caicedo Vela, M. L. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW, 18(1), 112–134. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/55 Hurtado Vargas, L. (2023). Developing reading skills through a content-based instruction approach. Retrieved from https://repositorio.ucaldas.edu.co/bitstream/handle/ucaldas/18806/LucyYaneth_HurtadoVargas_2023.pdf?sequence=4&isAllowed=y Larkin, M. J. (2002). Using scaffolded instruction to optimize learning. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education. MacDonald, B. (2023, 26 julio). Boost reading comprehension scores in English proficiency tests. LillyPad.ai. https://blog.lillypad.ai/enhancing-reading-comprehension-for-high-scores-on-english-proficiency-tests/ Matthews, R., & Ross, E. (2010). Research methods: A practical guide for the social sciences. Pearson Education Ltd. Maina, M. G., & Papalini, V. A. (2021). Lectura(s): hacia una revisión del concepto. Alabe Revista De Investigación Sobre Lectura Y Escritura, (23). https://doi.org/10.15645/Alabe2021.23.5. Checked and recovered from https://ojs.ual.es/ojs/index.php/alabe/article/view/7667/6298 Nunan, D., & Bailey, K. (2009). Exploring second language classroom research a comprehensive guide. Heinle. Ojeda, M. N. O. (No registra) La importancia del hábito por la lectura en niños de primaria menor. Oxford, Rebecca. (1986). Research on the successful language learner. Washington DC: ERIC Cleringhouse on Languages and Lingüistics. Pathak, Vibha & Jena, Bijayini & Kalra, Sanjay. (2013). Qualitative research. Perspectives in clinical research. 4.192.10.4103/2229-3485.115389. recovered from:https://www.researchgate.net/publication/256453037_Qualitative_research Paya, L. C. (2018). Estrategias cognitivas en la comprensión de inglés-lectura en estudiantes universitarios. Redalyc.org. https://www.redalyc.org/journal/356/35656041010/html/ Pearson, P. & Roehler, L.R. & Dole, J.A. & Duffy, G.G. (1992). Developing expertise in reading comprehension. What research has to say about reading instruction? 145-199. Recovered by a download from https://www.researchgate.net/publication/313196587_Developing_expertise_in_reading_comprehension Ramírez, L. (2017). La comprensión lectora: un reto para alumnos y maestros. Ediciones Magisterio. Recovered from: https://bit.ly/3bC2NbB. Reis, H. T., & Judd, C. M. (Eds.). (2000). Handbook of research methods in social and personality psychology. Cambridge University Press. Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Second Edition.NY: Cambridge University Press. Sanad, H. A., & Ahmed, M. G. (2017). Using content and language integrated learning (CLIL) to develop EFL reading comprehension skills, vocabulary skills and retention among college students. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 101-131. Seuss, D. (1971). El Lorax. Random House. https://es.scribd.com/doc/270643324/El-Lorax Tavarez DaCosta, P., & Herrera Gutierrez, Y. (2020). Level of Reading Comprehension of Dominican EFL College Students. Online Submission. Taken from: https://eric.ed.gov/?id=ED602358 Villalobos, José Silvestre (2001). Didáctica de la lecto-escritura en las lenguas extranjeras: una propuesta integradora. Mérida: Editorial Venezolana. Vishnevsky, T., & Beanlands, H. (2004). Qualitative research. Nephrology Nursing Journal, 31(2), 234. Taken from: https://www.proquest.com/openview/3198b68031c2bb4fd1191f5f3123c235/1?pq-origsite=gscholar&cbl=45638 Vygotsky, Lev Semionovich (1978). Mind in society. Cambridge: Harvard University Press. Yen, C. C., Woolley, M., & Hsieh, K. J. (2002). Action case research: a method for the accumulation of design theory/practice knowledge in practice. Yepes Robles, J. E. (2016). The influence of Genre Based Pedagogy on students’ Reading Comprehension of explanation texts in a CBI Science Class (Master's thesis, Universidad del Norte). Retrieved from https://manglar.uninorte.edu.co/handle/10584/5836 Zapata, C. (2011). Estrategias de comprensión lectora en libros de inglés como lengua extranjera. Educare, 15(3), 27-52. Recovered from http://revistas.upel.edu.ve/index.php/educare/article/view/58
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spelling	Lorduy Arellano, Danilzab9e72585-7e80-4e17-848f-631be0c69882600Alba Acosta, José Manuel de6b86cca6-e292-4c18-89a2-cd83b27e4019-1Herrera Naranjo, Sol JashmedValle Zapata, Liliana Beatriz25f51928-7f13-4576-95f0-6f65ff7cd3d4-1Jerez Rodríguez, Sonia María098644a0-b74e-463e-b8d0-f06790bacf16-12023-12-19T00:16:49Z2023-12-19T00:16:49Z2023-12-14https://repositorio.unicordoba.edu.co/handle/ucordoba/7987Universidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/Eng: This Action Case Study implemented a Content-Based Instruction (CBI) approach to enhance the reading comprehension skills of ninth-grade students in a Colombian public school. The focus was on health-themed lessons, assessing their impact on literal, inferential, and critical reading skills with lengthy informative texts. Qualitative methods, including a diagnostic test, researcher observations, and the researcher journal, were employed over few weeks. Results showed improved comprehension and expanded health vocabulary through discussions and posters. However, challenges persisted in fully summarizing main ideas, emphasizing the need for enhanced strategic processing. The study highlights the effectiveness of CBI in bolstering reading skills, shedding light on areas for further improvement in strategic processing to enhance working memory and information retention. Spa: Este estudio de caso de acción implementó un enfoque de instrucción basada en contenidos (CBI) para mejorar las habilidades de comprensión lectora de estudiantes de noveno grado en una escuela pública colombiana. La atención se centró en lecciones con temas de salud, evaluando su impacto en las habilidades de lectura literal, inferencial y crítica con textos informativos extensos. Durante algunas semanas se emplearon métodos cualitativos, incluida una prueba de diagnóstico, observaciones del investigador y el diario del investigador. Los resultados mostraron una mejor comprensión y un vocabulario de salud ampliado a través de debates y carteles. Sin embargo, persistieron los desafíos para resumir completamente las ideas principales, enfatizando la necesidad de un mejor procesamiento estratégico. El estudio destaca la eficacia de la CBI para reforzar las habilidades de lectura, arrojando luz sobre áreas que necesitan mejoras adicionales en el procesamiento estratégico para mejorar la memoria de trabajo y la retención de información.1. Introduction ............................................................................................................................... 12. Theoretical and Conceptual Framework ................................................................................... 42.1 Reading. .................................................................................................................................. 42.2 Reading comprehension. ........................................................................................................ 62.2.1 Literal comprehension:. .................................................................................... 82.2.2 Inferential comprehension:............................................................................... 82.2.3 Critical comprehension:. .................................................................................. 82.3 Content-Based Instruction. ..................................................................................................... 82.3.1 Motivate Language Learning: .......................................................................... 92.3.2 Prepare for Academic Success: ........................................................................ 92.4 Scaffolding (As a methodology). ......................................................................................... 102.5 Informative Texts. ................................................................................................................ 102.6 Literature Review. ................................................................................................................ 113. Methodology ........................................................................................................................... 153.1 Type of study. ....................................................................................................................... 153.2 Action Case Research Cycle ................................................................................................ 173.2 Context and Participants. ...................................................................................................... 183.3 Data Collection Techniques. .................................................................................................... 193.3.1 Production tasks. ............................................................................................................... 193.3.2 A diagnostic reading test. .................................................................................................. 213.3.3 Participants observations. ................................................................................................. 223.3.4 Diary (or journal) as a data collection technique. ............................................................ 233.4 Data Analysis. .......................................................................................................................... 244. Implementation. ...................................................................................................................... 265. Findings................................................................................................................................... 285.1 Improvement of vocabulary. ................................................................................................. 285.2 Progress in reading comprehension tasks............................................................................ 305.3 Hard times in reading comprehension activities. ................................................................. 325.4 They did not use a reading technique. .................................................................................. 336. Discussion. .............................................................................................................................. 357. Conclusion. ............................................................................................................................. 377.1 Limitations and Suggestion for Future Research. ................................................................ 388. Annexes................................................................................................................................... 409. References ............................................................................................................................... 43PregradoLicenciado(a) en Lenguas Extranjeras con Énfasis en InglésTrabajos de Investigación y/o Extensiónapplication/pdfengUniversidad de CórdobaFacultad de Educación y Ciencias HumanasMontería, Córdoba, ColombiaLicenciatura en Lenguas Extranjeras con Énfasis en InglésCopyright Universidad de Córdoba, 2023https://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Implementing cbi lessons to develop 9 th grade students’ reading comprehension skillsTrabajo de grado - Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/acceptedVersionTextAdams, M. J. (1994). Beginning to read: Thinking and learning about print. Office of Educational Research and Improvement (ED), Washington, DC. Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. See the vol in: https://eric.ed.gov/?id=ED315740Anyanti, Jennifer & Akuiyibo, Selema & Idogho, Omokhudu & Ohuneni, Stephen & Isiguzo, Chinwoke. (2020). Assessment of Factors Contributing to TB Treatment Adherence among Patients on TB Treatment in Kano State, Nigeria: A Case Study. Journal of Tuberculosis Research. Taken from: https://www.researchgate.net/figure/Thematic-Analysis-by-Braun-and-Clarke-Source-Braun-and-Clarke-2006-10_fig1_345992257Braun, V. and Clarke, V. (2006) Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oaBraa, K. & Vidgen, R. (1995) Action case: exploring the middle kingdom in is research methods. Proceedings of Computers in Context: Joining Forces in Design. Aarhus, DenmarkBrinton, D. M., Snow, M. A., & Wesche, M. B. (1989). Content-based second language instruction. New York: Newbury House.Brinton, D. M., & Snow, M. A. (2017). The evolving architecture of content-based instruction. The content-based classroom: New perspectives on integrating language and content, 2-20.Brydon-Miller, Mary & Greenwood, Davydd & Maguire, Patricia. (2003). Why Action Research? Action Research - ACTION RES. 1. 9-28. 10.1177/14767503030011002.Caulfield, J. (2022, November 25). How to Do Thematic Analysis \| Step-by-Step Guide & Examples. Scribbr. Retrieved January 15, 2023, from https://www.scribbr.com/methodology/thematic-analysis/Castillo, Hermínia Vicentelli de. (1999). Consideraciones generales sobre el uso del texto informativo en la formación académica del estudiante a nivel de escuela básica. Psicologia Escolar e Educacional, 3(1), 97-101. Recovered from. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-85571999000100012&lng=pt&tlng=es.Cervantes, J. A. (2009, diciembre). Como fomentar el hábito de la lectura y la comprensión lectora. Revista Vinculando.Connors-Tadros, L. (2014). Definitions and approaches to measuring reading proficiency. Ceelo Fast Facts.Cuetos, F. (1990). Psicología de la lectura (Diagnóstico y tratamiento). Escuela Española.Freire, P. (2004). Pedagogía de la autonomía. Sao Paulo: Paz e Terra SA.Hidalgo Dávila, H. A., & Caicedo Vela, M. L. (2011). A Case Study on Content Based Instruction for Primary School Children. HOW, 18(1), 112–134. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/55Hurtado Vargas, L. (2023). Developing reading skills through a content-based instruction approach. Retrieved from https://repositorio.ucaldas.edu.co/bitstream/handle/ucaldas/18806/LucyYaneth_HurtadoVargas_2023.pdf?sequence=4&isAllowed=yLarkin, M. J. (2002). Using scaffolded instruction to optimize learning. Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education.MacDonald, B. (2023, 26 julio). Boost reading comprehension scores in English proficiency tests. LillyPad.ai. https://blog.lillypad.ai/enhancing-reading-comprehension-for-high-scores-on-english-proficiency-tests/Matthews, R., & Ross, E. (2010). Research methods: A practical guide for the social sciences. Pearson Education Ltd.Maina, M. G., & Papalini, V. A. (2021). Lectura(s): hacia una revisión del concepto. Alabe Revista De Investigación Sobre Lectura Y Escritura, (23). https://doi.org/10.15645/Alabe2021.23.5. Checked and recovered from https://ojs.ual.es/ojs/index.php/alabe/article/view/7667/6298Nunan, D., & Bailey, K. (2009). Exploring second language classroom research a comprehensive guide. Heinle.Ojeda, M. N. O. (No registra) La importancia del hábito por la lectura en niños de primaria menor.Oxford, Rebecca. (1986). Research on the successful language learner. Washington DC: ERIC Cleringhouse on Languages and Lingüistics.Pathak, Vibha & Jena, Bijayini & Kalra, Sanjay. (2013). Qualitative research. Perspectives in clinical research. 4.192.10.4103/2229-3485.115389. recovered from:https://www.researchgate.net/publication/256453037_Qualitative_researchPaya, L. C. (2018). Estrategias cognitivas en la comprensión de inglés-lectura en estudiantes universitarios. Redalyc.org. https://www.redalyc.org/journal/356/35656041010/html/Pearson, P. & Roehler, L.R. & Dole, J.A. & Duffy, G.G. (1992). Developing expertise in reading comprehension. What research has to say about reading instruction? 145-199. Recovered by a download from https://www.researchgate.net/publication/313196587_Developing_expertise_in_reading_comprehensionRamírez, L. (2017). La comprensión lectora: un reto para alumnos y maestros. Ediciones Magisterio. Recovered from: https://bit.ly/3bC2NbB.Reis, H. T., & Judd, C. M. (Eds.). (2000). Handbook of research methods in social and personality psychology. Cambridge University Press.Richards, J. & Rodgers, T. (2001). Approaches and Methods in Language Teaching. Second Edition.NY: Cambridge University Press.Sanad, H. A., & Ahmed, M. G. (2017). Using content and language integrated learning (CLIL) to develop EFL reading comprehension skills, vocabulary skills and retention among college students. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 101-131.Seuss, D. (1971). El Lorax. Random House. https://es.scribd.com/doc/270643324/El-LoraxTavarez DaCosta, P., & Herrera Gutierrez, Y. (2020). Level of Reading Comprehension of Dominican EFL College Students. Online Submission. Taken from: https://eric.ed.gov/?id=ED602358Villalobos, José Silvestre (2001). Didáctica de la lecto-escritura en las lenguas extranjeras: una propuesta integradora. Mérida: Editorial Venezolana.Vishnevsky, T., & Beanlands, H. (2004). Qualitative research. Nephrology Nursing Journal, 31(2), 234. Taken from: https://www.proquest.com/openview/3198b68031c2bb4fd1191f5f3123c235/1?pq-origsite=gscholar&cbl=45638Vygotsky, Lev Semionovich (1978). Mind in society. Cambridge: Harvard University Press.Yen, C. C., Woolley, M., & Hsieh, K. J. (2002). Action case research: a method for the accumulation of design theory/practice knowledge in practice.Yepes Robles, J. E. (2016). The influence of Genre Based Pedagogy on students’ Reading Comprehension of explanation texts in a CBI Science Class (Master's thesis, Universidad del Norte). Retrieved from https://manglar.uninorte.edu.co/handle/10584/5836Zapata, C. (2011). Estrategias de comprensión lectora en libros de inglés como lengua extranjera. Educare, 15(3), 27-52. 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03:00:20.431https://creativecommons.org/licenses/by-nc-nd/4.0/Copyright Universidad de Córdoba, 2023open.accesshttps://repositorio.unicordoba.edu.coRepositorio Universidad de 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F1dG9yKSBwYXJhIGVqZXJjZXIgZXN0b3MgZGVyZWNob3Mgc29icmUgbGEgT2JyYSB0YWwgeSBjb21vIHNlIGluZGljYSBhIGNvbnRpbnVhY2nDs246PC9wPgogICAgPG9sIHR5cGU9ImEiPgogICAgICA8bGk+UmVwcm9kdWNpciBsYSBPYnJhLCBpbmNvcnBvcmFyIGxhIE9icmEgZW4gdW5hIG8gbcOhcyBPYnJhcyBDb2xlY3RpdmFzLCB5IHJlcHJvZHVjaXIgbGEgT2JyYSBpbmNvcnBvcmFkYSBlbiBsYXMgT2JyYXMgQ29sZWN0aXZhcy48L2xpPgogICAgICA8bGk+RGlzdHJpYnVpciBjb3BpYXMgbyBmb25vZ3JhbWFzIGRlIGxhcyBPYnJhcywgZXhoaWJpcmxhcyBww7pibGljYW1lbnRlLCBlamVjdXRhcmxhcyBww7pibGljYW1lbnRlIHkvbyBwb25lcmxhcyBhIGRpc3Bvc2ljacOzbiBww7pibGljYSwgaW5jbHV5w6luZG9sYXMgY29tbyBpbmNvcnBvcmFkYXMgZW4gT2JyYXMgQ29sZWN0aXZhcywgc2Vnw7puIGNvcnJlc3BvbmRhLjwvbGk+CiAgICAgIDxsaT5EaXN0cmlidWlyIGNvcGlhcyBkZSBsYXMgT2JyYXMgRGVyaXZhZGFzIHF1ZSBzZSBnZW5lcmVuLCBleGhpYmlybGFzIHDDumJsaWNhbWVudGUsIGVqZWN1dGFybGFzIHDDumJsaWNhbWVudGUgeS9vIHBvbmVybGFzIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhLjwvbGk+CiAgICA8L29sPgogICAgPHA+TG9zIGRlcmVjaG9zIG1lbmNpb25hZG9zIGFudGVyaW9ybWVudGUgcHVlZGVuIHNlciBlamVyY2lkb3MgZW4gdG9kb3MgbG9zIG1lZGlvcyB5IGZvcm1hdG9zLCBhY3R1YWxtZW50ZSBjb25vY2lkb3MgbyBxdWUgc2UgaW52ZW50ZW4gZW4gZWwgZnV0dXJvLiBMb3MgZGVyZWNob3MgYW50ZXMgbWVuY2lvbmFkb3MgaW5jbHV5ZW4gZWwgZGVyZWNobyBhIHJlYWxpemFyIGRpY2hhcyBtb2RpZmljYWNpb25lcyBlbiBsYSBtZWRpZGEgcXVlIHNlYW4gdMOpY25pY2FtZW50ZSBuZWNlc2FyaWFzIHBhcmEgZWplcmNlciBsb3MgZGVyZWNob3MgZW4gb3RybyBtZWRpbyBvIGZvcm1hdG9zLCBwZXJvIGRlIG90cmEgbWFuZXJhIHVzdGVkIG5vIGVzdMOhIGF1dG9yaXphZG8gcGFyYSByZWFsaXphciBvYnJhcyBkZXJpdmFkYXMuIFRvZG9zIGxvcyBkZXJlY2hvcyBubyBvdG9yZ2Fkb3MgZXhwcmVzYW1lbnRlIHBvciBlbCBMaWNlbmNpYW50ZSBxdWVkYW4gcG9yIGVzdGUgbWVkaW8gcmVzZXJ2YWRvcywgaW5jbHV5ZW5kbyBwZXJvIHNpbiBsaW1pdGFyc2UgYSBhcXVlbGxvcyBxdWUgc2UgbWVuY2lvbmFuIGVuIGxhcyBzZWNjaW9uZXMgNChkKSB5IDQoZSkuPC9wPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBSZXN0cmljY2lvbmVzLgogICAgPHA+TGEgbGljZW5jaWEgb3RvcmdhZGEgZW4gbGEgYW50ZXJpb3IgU2VjY2nDs24gMyBlc3TDoSBleHByZXNhbWVudGUgc3VqZXRhIHkgbGltaXRhZGEgcG9yIGxhcyBzaWd1aWVudGVzIHJlc3RyaWNjaW9uZXM6PC9wPgogICAgPG9sIHR5cGU9ImEiPgogICAgICA8bGk+VXN0ZWQgcHVlZGUgZGlzdHJpYnVpciwgZXhoaWJpciBww7pibGljYW1lbnRlLCBlamVjdXRhciBww7pibGljYW1lbnRlLCBvIHBvbmVyIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhIGxhIE9icmEgc8OzbG8gYmFqbyBsYXMgY29uZGljaW9uZXMgZGUgZXN0YSBMaWNlbmNpYSwgeSBVc3RlZCBkZWJlIGluY2x1aXIgdW5hIGNvcGlhIGRlIGVzdGEgbGljZW5jaWEgbyBkZWwgSWRlbnRpZmljYWRvciBVbml2ZXJzYWwgZGUgUmVjdXJzb3MgZGUgbGEgbWlzbWEgY29uIGNhZGEgY29waWEgZGUgbGEgT2JyYSBxdWUgZGlzdHJpYnV5YSwgZXhoaWJhIHDDumJsaWNhbWVudGUsIGVqZWN1dGUgcMO6YmxpY2FtZW50ZSBvIHBvbmdhIGEgZGlzcG9zaWNpw7NuIHDDumJsaWNhLiBObyBlcyBwb3NpYmxlIG9mcmVjZXIgbyBpbXBvbmVyIG5pbmd1bmEgY29uZGljacOzbiBzb2JyZSBsYSBPYnJhIHF1ZSBhbHRlcmUgbyBsaW1pdGUgbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgbyBlbCBlamVyY2ljaW8gZGUgbG9zIGRlcmVjaG9zIGRlIGxvcyBkZXN0aW5hdGFyaW9zIG90b3JnYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gTm8gZXMgcG9zaWJsZSBzdWJsaWNlbmNpYXIgbGEgT2JyYS4gVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RvcyB0b2RvcyBsb3MgYXZpc29zIHF1ZSBoYWdhbiByZWZlcmVuY2lhIGEgZXN0YSBMaWNlbmNpYSB5IGEgbGEgY2zDoXVzdWxhIGRlIGxpbWl0YWNpw7NuIGRlIGdhcmFudMOtYXMuIFVzdGVkIG5vIHB1ZWRlIGRpc3RyaWJ1aXIsIGV4aGliaXIgcMO6YmxpY2FtZW50ZSwgZWplY3V0YXIgcMO6YmxpY2FtZW50ZSwgbyBwb25lciBhIGRpc3Bvc2ljacOzbiBww7pibGljYSBsYSBPYnJhIGNvbiBhbGd1bmEgbWVkaWRhIHRlY25vbMOzZ2ljYSBxdWUgY29udHJvbGUgZWwgYWNjZXNvIG8gbGEgdXRpbGl6YWNpw7NuIGRlIGVsbGEgZGUgdW5hIGZvcm1hIHF1ZSBzZWEgaW5jb25zaXN0ZW50ZSBjb24gbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEuIExvIGFudGVyaW9yIHNlIGFwbGljYSBhIGxhIE9icmEgaW5jb3Jwb3JhZGEgYSB1bmEgT2JyYSBDb2xlY3RpdmEsIHBlcm8gZXN0byBubyBleGlnZSBxdWUgbGEgT2JyYSBDb2xlY3RpdmEgYXBhcnRlIGRlIGxhIG9icmEgbWlzbWEgcXVlZGUgc3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEuIFNpIFVzdGVkIGNyZWEgdW5hIE9icmEgQ29sZWN0aXZhLCBwcmV2aW8gYXZpc28gZGUgY3VhbHF1aWVyIExpY2VuY2lhbnRlIGRlYmUsIGVuIGxhIG1lZGlkYSBkZSBsbyBwb3NpYmxlLCBlbGltaW5hciBkZSBsYSBPYnJhIENvbGVjdGl2YSBjdWFscXVpZXIgcmVmZXJlbmNpYSBhIGRpY2hvIExpY2VuY2lhbnRlIG8gYWwgQXV0b3IgT3JpZ2luYWwsIHNlZ8O6biBsbyBzb2xpY2l0YWRvIHBvciBlbCBMaWNlbmNpYW50ZSB5IGNvbmZvcm1lIGxvIGV4aWdlIGxhIGNsw6F1c3VsYSA0KGMpLjwvbGk+CiAgICAgIDxsaT5Vc3RlZCBubyBwdWVkZSBlamVyY2VyIG5pbmd1bm8gZGUgbG9zIGRlcmVjaG9zIHF1ZSBsZSBoYW4gc2lkbyBvdG9yZ2Fkb3MgZW4gbGEgU2VjY2nDs24gMyBwcmVjZWRlbnRlIGRlIG1vZG8gcXVlIGVzdMOpbiBwcmluY2lwYWxtZW50ZSBkZXN0aW5hZG9zIG8gZGlyZWN0YW1lbnRlIGRpcmlnaWRvcyBhIGNvbnNlZ3VpciB1biBwcm92ZWNobyBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS4gRWwgaW50ZXJjYW1iaW8gZGUgbGEgT2JyYSBwb3Igb3RyYXMgb2JyYXMgcHJvdGVnaWRhcyBwb3IgZGVyZWNob3MgZGUgYXV0b3IsIHlhIHNlYSBhIHRyYXbDqXMgZGUgdW4gc2lzdGVtYSBwYXJhIGNvbXBhcnRpciBhcmNoaXZvcyBkaWdpdGFsZXMgKGRpZ2l0YWwgZmlsZS1zaGFyaW5nKSBvIGRlIGN1YWxxdWllciBvdHJhIG1hbmVyYSBubyBzZXLDoSBjb25zaWRlcmFkbyBjb21vIGVzdGFyIGRlc3RpbmFkbyBwcmluY2lwYWxtZW50ZSBvIGRpcmlnaWRvIGRpcmVjdGFtZW50ZSBhIGNvbnNlZ3VpciB1biBwcm92ZWNobyBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYSwgc2llbXByZSBxdWUgbm8gc2UgcmVhbGljZSB1biBwYWdvIG1lZGlhbnRlIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBlbiByZWxhY2nDs24gY29uIGVsIGludGVyY2FtYmlvIGRlIG9icmFzIHByb3RlZ2lkYXMgcG9yIGVsIGRlcmVjaG8gZGUgYXV0b3IuPC9saT4KICAgICAgPGxpPlNpIHVzdGVkIGRpc3RyaWJ1eWUsIGV4aGliZSBww7pibGljYW1lbnRlLCBlamVjdXRhIHDDumJsaWNhbWVudGUgbyBlamVjdXRhIHDDumJsaWNhbWVudGUgZW4gZm9ybWEgZGlnaXRhbCBsYSBPYnJhIG8gY3VhbHF1aWVyIE9icmEgRGVyaXZhZGEgdSBPYnJhIENvbGVjdGl2YSwgVXN0ZWQgZGViZSBtYW50ZW5lciBpbnRhY3RhIHRvZGEgbGEgaW5mb3JtYWNpw7NuIGRlIGRlcmVjaG8gZGUgYXV0b3IgZGUgbGEgT2JyYSB5IHByb3BvcmNpb25hciwgZGUgZm9ybWEgcmF6b25hYmxlIHNlZ8O6biBlbCBtZWRpbyBvIG1hbmVyYSBxdWUgVXN0ZWQgZXN0w6kgdXRpbGl6YW5kbzogKGkpIGVsIG5vbWJyZSBkZWwgQXV0b3IgT3JpZ2luYWwgc2kgZXN0w6EgcHJvdmlzdG8gKG8gc2V1ZMOzbmltbywgc2kgZnVlcmUgYXBsaWNhYmxlKSwgeS9vIChpaSkgZWwgbm9tYnJlIGRlIGxhIHBhcnRlIG8gbGFzIHBhcnRlcyBxdWUgZWwgQXV0b3IgT3JpZ2luYWwgeS9vIGVsIExpY2VuY2lhbnRlIGh1YmllcmVuIGRlc2lnbmFkbyBwYXJhIGxhIGF0cmlidWNpw7NuICh2LmcuLCB1biBpbnN0aXR1dG8gcGF0cm9jaW5hZG9yLCBlZGl0b3JpYWwsIHB1YmxpY2FjacOzbikgZW4gbGEgaW5mb3JtYWNpw7NuIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZWwgTGljZW5jaWFudGUsIHTDqXJtaW5vcyBkZSBzZXJ2aWNpb3MgbyBkZSBvdHJhcyBmb3JtYXMgcmF6b25hYmxlczsgZWwgdMOtdHVsbyBkZSBsYSBPYnJhIHNpIGVzdMOhIHByb3Zpc3RvOyBlbiBsYSBtZWRpZGEgZGUgbG8gcmF6b25hYmxlbWVudGUgZmFjdGlibGUgeSwgc2kgZXN0w6EgcHJvdmlzdG8sIGVsIElkZW50aWZpY2Fkb3IgVW5pZm9ybWUgZGUgUmVjdXJzb3MgKFVuaWZvcm0gUmVzb3VyY2UgSWRlbnRpZmllcikgcXVlIGVsIExpY2VuY2lhbnRlIGVzcGVjaWZpY2EgcGFyYSBzZXIgYXNvY2lhZG8gY29uIGxhIE9icmEsIHNhbHZvIHF1ZSB0YWwgVVJJIG5vIHNlIHJlZmllcmEgYSBsYSBub3RhIHNvYnJlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBvIGEgbGEgaW5mb3JtYWNpw7NuIHNvYnJlIGVsIGxpY2VuY2lhbWllbnRvIGRlIGxhIE9icmE7IHkgZW4gZWwgY2FzbyBkZSB1bmEgT2JyYSBEZXJpdmFkYSwgYXRyaWJ1aXIgZWwgY3LDqWRpdG8gaWRlbnRpZmljYW5kbyBlbCB1c28gZGUgbGEgT2JyYSBlbiBsYSBPYnJhIERlcml2YWRhICh2LmcuLCAiVHJhZHVjY2nDs24gRnJhbmNlc2EgZGUgbGEgT2JyYSBkZWwgQXV0b3IgT3JpZ2luYWwsIiBvICJHdWnDs24gQ2luZW1hdG9ncsOhZmljbyBiYXNhZG8gZW4gbGEgT2JyYSBvcmlnaW5hbCBkZWwgQXV0b3IgT3JpZ2luYWwiKS4gVGFsIGNyw6lkaXRvIHB1ZWRlIHNlciBpbXBsZW1lbnRhZG8gZGUgY3VhbHF1aWVyIGZvcm1hIHJhem9uYWJsZTsgZW4gZWwgY2Fzbywgc2luIGVtYmFyZ28sIGRlIE9icmFzIERlcml2YWRhcyB1IE9icmFzIENvbGVjdGl2YXMsIHRhbCBjcsOpZGl0byBhcGFyZWNlcsOhLCBjb21vIG3DrW5pbW8sIGRvbmRlIGFwYXJlY2UgZWwgY3LDqWRpdG8gZGUgY3VhbHF1aWVyIG90cm8gYXV0b3IgY29tcGFyYWJsZSB5IGRlIHVuYSBtYW5lcmEsIGFsIG1lbm9zLCB0YW4gZGVzdGFjYWRhIGNvbW8gZWwgY3LDqWRpdG8gZGUgb3RybyBhdXRvciBjb21wYXJhYmxlLjwvbGk+CiAgICAgIDxsaT4KICAgICAgICBQYXJhIGV2aXRhciB0b2RhIGNvbmZ1c2nDs24sIGVsIExpY2VuY2lhbnRlIGFjbGFyYSBxdWUsIGN1YW5kbyBsYSBvYnJhIGVzIHVuYSBjb21wb3NpY2nDs24gbXVzaWNhbDoKICAgICAgICA8b2wgdHlwZT0iaSI+CiAgICAgICAgICA8bGk+UmVnYWzDrWFzIHBvciBpbnRlcnByZXRhY2nDs24geSBlamVjdWNpw7NuIGJham8gbGljZW5jaWFzIGdlbmVyYWxlcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBvIGxhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBkZSBsYSBvYnJhIHkgZGUgcmVjb2xlY3Rhciwgc2VhIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIFNBWUNPKSwgbGFzIHJlZ2Fsw61hcyBwb3IgbGEgZWplY3VjacOzbiBww7pibGljYSBvIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8gV2ViY2FzdCkgbGljZW5jaWFkYSBiYWpvIGxpY2VuY2lhcyBnZW5lcmFsZXMsIHNpIGxhIGludGVycHJldGFjacOzbiBvIGVqZWN1Y2nDs24gZGUgbGEgb2JyYSBlc3TDoSBwcmltb3JkaWFsbWVudGUgb3JpZW50YWRhIHBvciBvIGRpcmlnaWRhIGEgbGEgb2J0ZW5jacOzbiBkZSB1bmEgdmVudGFqYSBjb21lcmNpYWwgbyB1bmEgY29tcGVuc2FjacOzbiBtb25ldGFyaWEgcHJpdmFkYS48L2xpPgogICAgICAgICAgPGxpPlJlZ2Fsw61hcyBwb3IgRm9ub2dyYW1hcy4gRWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSByZWNvbGVjdGFyLCBpbmRpdmlkdWFsbWVudGUgbyBhIHRyYXbDqXMgZGUgdW5hIHNvY2llZGFkIGRlIGdlc3Rpw7NuIGNvbGVjdGl2YSBkZSBkZXJlY2hvcyBkZSBhdXRvciB5IGRlcmVjaG9zIGNvbmV4b3MgKHBvciBlamVtcGxvLCBsb3MgY29uc2FncmFkb3MgcG9yIGxhIFNBWUNPKSwgdW5hIGFnZW5jaWEgZGUgZGVyZWNob3MgbXVzaWNhbGVzIG8gYWxnw7puIGFnZW50ZSBkZXNpZ25hZG8sIGxhcyByZWdhbMOtYXMgcG9yIGN1YWxxdWllciBmb25vZ3JhbWEgcXVlIFVzdGVkIGNyZWUgYSBwYXJ0aXIgZGUgbGEgb2JyYSAo4oCcdmVyc2nDs24gY292ZXLigJ0pIHkgZGlzdHJpYnV5YSwgZW4gbG9zIHTDqXJtaW5vcyBkZWwgcsOpZ2ltZW4gZGUgZGVyZWNob3MgZGUgYXV0b3IsIHNpIGxhIGNyZWFjacOzbiBvIGRpc3RyaWJ1Y2nDs24gZGUgZXNhIHZlcnNpw7NuIGNvdmVyIGVzdMOhIHByaW1vcmRpYWxtZW50ZSBkZXN0aW5hZGEgbyBkaXJpZ2lkYSBhIG9idGVuZXIgdW5hIHZlbnRhamEgY29tZXJjaWFsIG8gdW5hIGNvbXBlbnNhY2nDs24gbW9uZXRhcmlhIHByaXZhZGEuPC9saT4KICAgICAgICA8L29sPgogICAgICA8L2xpPgogICAgICA8bGk+R2VzdGnDs24gZGUgRGVyZWNob3MgZGUgQXV0b3Igc29icmUgSW50ZXJwcmV0YWNpb25lcyB5IEVqZWN1Y2lvbmVzIERpZ2l0YWxlcyAoV2ViQ2FzdGluZykuIFBhcmEgZXZpdGFyIHRvZGEgY29uZnVzacOzbiwgZWwgTGljZW5jaWFudGUgYWNsYXJhIHF1ZSwgY3VhbmRvIGxhIG9icmEgc2VhIHVuIGZvbm9ncmFtYSwgZWwgTGljZW5jaWFudGUgc2UgcmVzZXJ2YSBlbCBkZXJlY2hvIGV4Y2x1c2l2byBkZSBhdXRvcml6YXIgbGEgZWplY3VjacOzbiBww7pibGljYSBkaWdpdGFsIGRlIGxhIG9icmEgKHBvciBlamVtcGxvLCB3ZWJjYXN0KSB5IGRlIHJlY29sZWN0YXIsIGluZGl2aWR1YWxtZW50ZSBvIGEgdHJhdsOpcyBkZSB1bmEgc29jaWVkYWQgZGUgZ2VzdGnDs24gY29sZWN0aXZhIGRlIGRlcmVjaG9zIGRlIGF1dG9yIHkgZGVyZWNob3MgY29uZXhvcyAocG9yIGVqZW1wbG8sIEFDSU5QUk8pLCBsYXMgcmVnYWzDrWFzIHBvciBsYSBlamVjdWNpw7NuIHDDumJsaWNhIGRpZ2l0YWwgZGUgbGEgb2JyYSAocG9yIGVqZW1wbG8sIHdlYmNhc3QpLCBzdWpldGEgYSBsYXMgZGlzcG9zaWNpb25lcyBhcGxpY2FibGVzIGRlbCByw6lnaW1lbiBkZSBEZXJlY2hvIGRlIEF1dG9yLCBzaSBlc3RhIGVqZWN1Y2nDs24gcMO6YmxpY2EgZGlnaXRhbCBlc3TDoSBwcmltb3JkaWFsbWVudGUgZGlyaWdpZGEgYSBvYnRlbmVyIHVuYSB2ZW50YWphIGNvbWVyY2lhbCBvIHVuYSBjb21wZW5zYWNpw7NuIG1vbmV0YXJpYSBwcml2YWRhLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBSZXByZXNlbnRhY2lvbmVzLCBHYXJhbnTDrWFzIHkgTGltaXRhY2lvbmVzIGRlIFJlc3BvbnNhYmlsaWRhZC4KICAgIDxwPkEgTUVOT1MgUVVFIExBUyBQQVJURVMgTE8gQUNPUkRBUkFOIERFIE9UUkEgRk9STUEgUE9SIEVTQ1JJVE8sIEVMIExJQ0VOQ0lBTlRFIE9GUkVDRSBMQSBPQlJBIChFTiBFTCBFU1RBRE8gRU4gRUwgUVVFIFNFIEVOQ1VFTlRSQSkg4oCcVEFMIENVQUzigJ0sIFNJTiBCUklOREFSIEdBUkFOVMONQVMgREUgQ0xBU0UgQUxHVU5BIFJFU1BFQ1RPIERFIExBIE9CUkEsIFlBIFNFQSBFWFBSRVNBLCBJTVBMw41DSVRBLCBMRUdBTCBPIENVQUxRVUlFUkEgT1RSQSwgSU5DTFVZRU5ETywgU0lOIExJTUlUQVJTRSBBIEVMTEFTLCBHQVJBTlTDjUFTIERFIFRJVFVMQVJJREFELCBDT01FUkNJQUJJTElEQUQsIEFEQVBUQUJJTElEQUQgTyBBREVDVUFDScOTTiBBIFBST1DDk1NJVE8gREVURVJNSU5BRE8sIEFVU0VOQ0lBIERFIElORlJBQ0NJw5NOLCBERSBBVVNFTkNJQSBERSBERUZFQ1RPUyBMQVRFTlRFUyBPIERFIE9UUk8gVElQTywgTyBMQSBQUkVTRU5DSUEgTyBBVVNFTkNJQSBERSBFUlJPUkVTLCBTRUFOIE8gTk8gREVTQ1VCUklCTEVTIChQVUVEQU4gTyBOTyBTRVIgRVNUT1MgREVTQ1VCSUVSVE9TKS4gQUxHVU5BUyBKVVJJU0RJQ0NJT05FUyBOTyBQRVJNSVRFTiBMQSBFWENMVVNJw5NOIERFIEdBUkFOVMONQVMgSU1QTMONQ0lUQVMsIEVOIENVWU8gQ0FTTyBFU1RBIEVYQ0xVU0nDk04gUFVFREUgTk8gQVBMSUNBUlNFIEEgVVNURUQuPC9wPgogIDwvbGk+CiAgPGJyLz4KICA8bGk+CiAgICBMaW1pdGFjacOzbiBkZSByZXNwb25zYWJpbGlkYWQuCiAgICA8cD5BIE1FTk9TIFFVRSBMTyBFWElKQSBFWFBSRVNBTUVOVEUgTEEgTEVZIEFQTElDQUJMRSwgRUwgTElDRU5DSUFOVEUgTk8gU0VSw4EgUkVTUE9OU0FCTEUgQU5URSBVU1RFRCBQT1IgREHDkU8gQUxHVU5PLCBTRUEgUE9SIFJFU1BPTlNBQklMSURBRCBFWFRSQUNPTlRSQUNUVUFMLCBQUkVDT05UUkFDVFVBTCBPIENPTlRSQUNUVUFMLCBPQkpFVElWQSBPIFNVQkpFVElWQSwgU0UgVFJBVEUgREUgREHDkU9TIE1PUkFMRVMgTyBQQVRSSU1PTklBTEVTLCBESVJFQ1RPUyBPIElORElSRUNUT1MsIFBSRVZJU1RPUyBPIElNUFJFVklTVE9TIFBST0RVQ0lET1MgUE9SIEVMIFVTTyBERSBFU1RBIExJQ0VOQ0lBIE8gREUgTEEgT0JSQSwgQVVOIENVQU5ETyBFTCBMSUNFTkNJQU5URSBIQVlBIFNJRE8gQURWRVJUSURPIERFIExBIFBPU0lCSUxJREFEIERFIERJQ0hPUyBEQcORT1MuIEFMR1VOQVMgTEVZRVMgTk8gUEVSTUlURU4gTEEgRVhDTFVTScOTTiBERSBDSUVSVEEgUkVTUE9OU0FCSUxJREFELCBFTiBDVVlPIENBU08gRVNUQSBFWENMVVNJw5NOIFBVRURFIE5PIEFQTElDQVJTRSBBIFVTVEVELjwvcD4KICA8L2xpPgogIDxici8+CiAgPGxpPgogICAgVMOpcm1pbm8uCiAgICA8b2wgdHlwZT0iYSI+CiAgICAgIDxsaT5Fc3RhIExpY2VuY2lhIHkgbG9zIGRlcmVjaG9zIG90b3JnYWRvcyBlbiB2aXJ0dWQgZGUgZWxsYSB0ZXJtaW5hcsOhbiBhdXRvbcOhdGljYW1lbnRlIHNpIFVzdGVkIGluZnJpbmdlIGFsZ3VuYSBjb25kaWNpw7NuIGVzdGFibGVjaWRhIGVuIGVsbGEuIFNpbiBlbWJhcmdvLCBsb3MgaW5kaXZpZHVvcyBvIGVudGlkYWRlcyBxdWUgaGFuIHJlY2liaWRvIE9icmFzIERlcml2YWRhcyBvIENvbGVjdGl2YXMgZGUgVXN0ZWQgZGUgY29uZm9ybWlkYWQgY29uIGVzdGEgTGljZW5jaWEsIG5vIHZlcsOhbiB0ZXJtaW5hZGFzIHN1cyBsaWNlbmNpYXMsIHNpZW1wcmUgcXVlIGVzdG9zIGluZGl2aWR1b3MgbyBlbnRpZGFkZXMgc2lnYW4gY3VtcGxpZW5kbyDDrW50ZWdyYW1lbnRlIGxhcyBjb25kaWNpb25lcyBkZSBlc3RhcyBsaWNlbmNpYXMuIExhcyBTZWNjaW9uZXMgMSwgMiwgNSwgNiwgNywgeSA4IHN1YnNpc3RpcsOhbiBhIGN1YWxxdWllciB0ZXJtaW5hY2nDs24gZGUgZXN0YSBMaWNlbmNpYS48L2xpPgogICAgICA8bGk+U3VqZXRhIGEgbGFzIGNvbmRpY2lvbmVzIHkgdMOpcm1pbm9zIGFudGVyaW9yZXMsIGxhIGxpY2VuY2lhIG90b3JnYWRhIGFxdcOtIGVzIHBlcnBldHVhIChkdXJhbnRlIGVsIHBlcsOtb2RvIGRlIHZpZ2VuY2lhIGRlIGxvcyBkZXJlY2hvcyBkZSBhdXRvciBkZSBsYSBvYnJhKS4gTm8gb2JzdGFudGUgbG8gYW50ZXJpb3IsIGVsIExpY2VuY2lhbnRlIHNlIHJlc2VydmEgZWwgZGVyZWNobyBhIHB1YmxpY2FyIHkvbyBlc3RyZW5hciBsYSBPYnJhIGJham8gY29uZGljaW9uZXMgZGUgbGljZW5jaWEgZGlmZXJlbnRlcyBvIGEgZGVqYXIgZGUgZGlzdHJpYnVpcmxhIGVuIGxvcyB0w6lybWlub3MgZGUgZXN0YSBMaWNlbmNpYSBlbiBjdWFscXVpZXIgbW9tZW50bzsgZW4gZWwgZW50ZW5kaWRvLCBzaW4gZW1iYXJnbywgcXVlIGVzYSBlbGVjY2nDs24gbm8gc2Vydmlyw6EgcGFyYSByZXZvY2FyIGVzdGEgbGljZW5jaWEgbyBxdWUgZGViYSBzZXIgb3RvcmdhZGEgLCBiYWpvIGxvcyB0w6lybWlub3MgZGUgZXN0YSBsaWNlbmNpYSksIHkgZXN0YSBsaWNlbmNpYSBjb250aW51YXLDoSBlbiBwbGVubyB2aWdvciB5IGVmZWN0byBhIG1lbm9zIHF1ZSBzZWEgdGVybWluYWRhIGNvbW8gc2UgZXhwcmVzYSBhdHLDoXMuIExhIExpY2VuY2lhIHJldm9jYWRhIGNvbnRpbnVhcsOhIHNpZW5kbyBwbGVuYW1lbnRlIHZpZ2VudGUgeSBlZmVjdGl2YSBzaSBubyBzZSBsZSBkYSB0w6lybWlubyBlbiBsYXMgY29uZGljaW9uZXMgaW5kaWNhZGFzIGFudGVyaW9ybWVudGUuPC9saT4KICAgIDwvb2w+CiAgPC9saT4KICA8YnIvPgogIDxsaT4KICAgIFZhcmlvcy4KICAgIDxvbCB0eXBlPSJhIj4KICAgICAgPGxpPkNhZGEgdmV6IHF1ZSBVc3RlZCBkaXN0cmlidXlhIG8gcG9uZ2EgYSBkaXNwb3NpY2nDs24gcMO6YmxpY2EgbGEgT2JyYSBvIHVuYSBPYnJhIENvbGVjdGl2YSwgZWwgTGljZW5jaWFudGUgb2ZyZWNlcsOhIGFsIGRlc3RpbmF0YXJpbyB1bmEgbGljZW5jaWEgZW4gbG9zIG1pc21vcyB0w6lybWlub3MgeSBjb25kaWNpb25lcyBxdWUgbGEgbGljZW5jaWEgb3RvcmdhZGEgYSBVc3RlZCBiYWpvIGVzdGEgTGljZW5jaWEuPC9saT4KICAgICAgPGxpPlNpIGFsZ3VuYSBkaXNwb3NpY2nDs24gZGUgZXN0YSBMaWNlbmNpYSByZXN1bHRhIGludmFsaWRhZGEgbyBubyBleGlnaWJsZSwgc2Vnw7puIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlLCBlc3RvIG5vIGFmZWN0YXLDoSBuaSBsYSB2YWxpZGV6IG5pIGxhIGFwbGljYWJpbGlkYWQgZGVsIHJlc3RvIGRlIGNvbmRpY2lvbmVzIGRlIGVzdGEgTGljZW5jaWEgeSwgc2luIGFjY2nDs24gYWRpY2lvbmFsIHBvciBwYXJ0ZSBkZSBsb3Mgc3VqZXRvcyBkZSBlc3RlIGFjdWVyZG8sIGFxdcOpbGxhIHNlIGVudGVuZGVyw6EgcmVmb3JtYWRhIGxvIG3DrW5pbW8gbmVjZXNhcmlvIHBhcmEgaGFjZXIgcXVlIGRpY2hhIGRpc3Bvc2ljacOzbiBzZWEgdsOhbGlkYSB5IGV4aWdpYmxlLjwvbGk+CiAgICAgIDxsaT5OaW5nw7puIHTDqXJtaW5vIG8gZGlzcG9zaWNpw7NuIGRlIGVzdGEgTGljZW5jaWEgc2UgZXN0aW1hcsOhIHJlbnVuY2lhZGEgeSBuaW5ndW5hIHZpb2xhY2nDs24gZGUgZWxsYSBzZXLDoSBjb25zZW50aWRhIGEgbWVub3MgcXVlIGVzYSByZW51bmNpYSBvIGNvbnNlbnRpbWllbnRvIHNlYSBvdG9yZ2FkbyBwb3IgZXNjcml0byB5IGZpcm1hZG8gcG9yIGxhIHBhcnRlIHF1ZSByZW51bmNpZSBvIGNvbnNpZW50YS48L2xpPgogICAgICA8bGk+RXN0YSBMaWNlbmNpYSByZWZsZWphIGVsIGFjdWVyZG8gcGxlbm8gZW50cmUgbGFzIHBhcnRlcyByZXNwZWN0byBhIGxhIE9icmEgYXF1w60gbGljZW5jaWFkYS4gTm8gaGF5IGFycmVnbG9zLCBhY3VlcmRvcyBvIGRlY2xhcmFjaW9uZXMgcmVzcGVjdG8gYSBsYSBPYnJhIHF1ZSBubyBlc3TDqW4gZXNwZWNpZmljYWRvcyBlbiBlc3RlIGRvY3VtZW50by4gRWwgTGljZW5jaWFudGUgbm8gc2UgdmVyw6EgbGltaXRhZG8gcG9yIG5pbmd1bmEgZGlzcG9zaWNpw7NuIGFkaWNpb25hbCBxdWUgcHVlZGEgc3VyZ2lyIGVuIGFsZ3VuYSBjb211bmljYWNpw7NuIGVtYW5hZGEgZGUgVXN0ZWQuIEVzdGEgTGljZW5jaWEgbm8gcHVlZGUgc2VyIG1vZGlmaWNhZGEgc2luIGVsIGNvbnNlbnRpbWllbnRvIG11dHVvIHBvciBlc2NyaXRvIGRlbCBMaWNlbmNpYW50ZSB5IFVzdGVkLjwvbGk+CiAgICA8L29sPgogIDwvbGk+CiAgPGJyLz4KPC9vbD4K

Implementing cbi lessons to develop 9 th grade students’ reading comprehension skills

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