lz. - Design N' Construction reading comprehension test.pdf · in the GAP Reading Comprehension...

13
a"~I~Y~~1~1~3 S~IHII~I~7I° C~AIPA~~IL NAME SCHOOL : _- ~ DATE : Practice One : THIS TEST Practice Two : COUNT DOWN 1 . can 1 2 . 3~ . 4 . 1 . 2 . 3 . 4 . S . 6 . 7 . 8 . 9 . 10 . 11 . 12 . 13 . 14 . 15 . Number Four SIMPLE CONCRETE WORK 1 . 2 . 3 . 4 . 5 . 6 . 7 . 8 . 9 . 10 . 11 . lz . 23 . Number One : THE CHASE Number Three TURTLES MAY FEED THE HUNGRY 1 . 2 . 2 . 3 . 3 . 4 . 4 . 5 . 5 . 6 . 7 . 7 . 8 . 8 . 9 . 9 . 10 . 10 . 11 : Number Two. 12 . A DESCRIPTION OF LEA MAS 13 . 14 .

Transcript of lz. - Design N' Construction reading comprehension test.pdf · in the GAP Reading Comprehension...

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a"~I~Y~~1~1~3 S~IHII~I~7I°

C~AIPA~~IL

NAME

SCHOOL :

_-

~

DATE:

Practice One : THIS TEST

Practice Two : COUNT DOWN1 . can

12.3~.4 .

1 .2.3.4.S .6 .7.8 .9 .

10.11 .12.13.14 .15.

Number FourSIMPLE CONCRETEWORK

1 .2.3 .4 .5 .6 .7 .8 .9.

10.11 .lz.23.

Number One :THE CHASE

NumberThreeTURTLES MAY FEED THE HUNGRY

1 .2. 2 .3. 3.4 . 4.5. 5 .6.7. 7.8. 8.9. 9.

10. 10.11 :

Number Two. 12.A DESCRIPTION OF LEAMAS 13.

14 .

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JNumber Five

Number SixLONDON CAN TAKE TT

CArTAnv_r~LLrn 1 .2.

1 . 3 .2. 4 .3 . 5 .4 . 6 .5 . 7 .6 .7. 9 .8. 10 .9 . 11 .

10 . 12 .11 . 13.12. 14 .13 . 15 .

16 .

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Record answers on the sheet provided . Do not mark

this booklet.

" ~ "

PADOL

j . McLeod " & J . Anderson

READING COMPREHENSION

This is a test to find out how

well we

. read. Some words

"

~~have been left out ~ the stories,

~~ and we have to write

words .

missing

Jane and Michael raced across the

square, around a corner, down a~

street, through a~narrow alley,

and across another street . On and

1. " - they ran . Once during their

pell-well flight, a hungry-eyed

mongrel scrambled

~ of a doorway

3, to snap viciously at

And once a toothless old crone3

her head tied up in a ragged

5' kerchief

to lay her bony

6. claws or, them "

wit'n me, mY

dears,"

wretched creature

S. begged . "Granny'll hide you

and sound." This promise from the

. evil-looting old woman only9,

r

the two children skittering off

10. " blindly

another direction .

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Number 3 : Turtles MayFeed The Hungry

Tf~e world is bursting with people,

In 33 years there may be 14

bilhion

in the world . Many

scientists fear a

~ sk~ortage "'_"'

Some scientists are interested

in green turtles

a source of

food . Over 55

~

of meat can

g " be taken from a

grown

turtle -.-Other parts of the turtle

make a rich, tasty :

"

Green turtles have been eaten

for

of years . Hut they

8 " have been over-hunted . Now

4"

few turtles are left " The green

sea turtle is almost

Radios, metal tags, and huge

balloons were put - these green

turtles to learn where they nest .

11.

t.':~ eggs were taken to a

12. ~ turtle fa~"m "

want to

13 " raise g=yen turtles for

meat "

Can turtles be raised like

.cows? Score scientists believe

,zr 2 : A DescriptionOf Leamas

.his neck,

s. for~uation of his

fingers . He had a utilitarian

approach _~ clothes, as he had to

7. most

spectacles he occasionally wore

things, and even the

in the s tubby

and

steel rixas " Most of

v

suits were of artificial

10. fibre .

None of

ii " coats . He favoured sYiirts

the

12. American kind with buttons on

had waist-

points of the collar, and suede

13 . shoes with rubber . F?e had an

i4" attractive

, mus cular, and a

stubborn line to his thin mouth .

s " Fiis ~~ were brown and small .

Leamas was a short man with close,

iron-grey hair, and the physique 1 "

a swim~aer . He was very2,

. This strength was discern-2.

3-3 " ible in back and shoulders , in

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S

The ingredients of concrete are

sand, water and aggregate

1 , consisting ~ stones, broken brick

2, or shingle .

is essential that

3. all

these materials should ~be

clean, as any foreign subs ~ance,

4 . such

loam, greatly reduces its

strength.

"It is �

g, concrete

~. atixed, and this is

8, matter of

carelessly and hoping for the

,necessary that the

be properly

A good strong concrete mixture

t~ for small

one

12 sand and three parts

coarse

aggregate, with sufficient water

~~ to

can be made from

cement, two parts sharp

them thoroughly .

merely a

the ingredients

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. " i umber 6 : London CanTake It

These were the days when the

English, and parti cularly the

1, Londoners, who had the place

2, honour, were seen at their

Grim and gay, dogged and service-

3, able,

the confidence of un-

. conquered people ~in

bones,

they adapted themselves to this

5. strange

Life, with all its

6. terrors, with

its jolts and

jars . One evening when I was

. leaving for

excursion on the

g, East Coast, on my

to King's

Cross the sirens sounded, the

g, streets began. to empty

for Long queues of very tired,

io: Pale

, waiting for the last

11, bus that

run . An autumn mist

and drizzle shrouded the scene .

12. The air was .and raw. Night

and the enemy were approaching . I

13 .

, with a spasm of mental pain,

1~. a deep sense of

strain and

suffering that was

~ borne

throughout the world's largest

16 .

city .

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Director, Institute of Child Guidanceand Development, University ofSaskatchervan

Professor of Education, The FZindersUniversity of South Australia

Copyright © 1972 J . McLeod & J . AndersonFirst Published 1972Reprinted 1974, 1975, 1976, 1977, 1978,1979, 1980, 1981Heinemann Educational Australia Pty Ltd85 Abinger Street, Richmond, Victoria, 3121Printed in Singapore byKyodo-Shing Loong Printing Industries Pte Ltd

GAPADOLREADINGCOMPREHENSION

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INTRODUCTION

GAPADOL is designed for adolescent chil-dren to identify their retarded andsuperior reading ability . It uses theClone Technique, which has been success-fully applied to reading comprehensionin the GAP Reading Comprehension Tests(McLeod, 1965) .

The main difference is that, whezeas GAPhad an effective ceiling at a readingage of 10, and discriminated retardationaccurately only in children aged 12 oryounger, the present test is designed todiscriminate at high ability and agelevels .

Readers familiar with the GAP tests willnot require any explanation of the CloneTechnique or the way in which it hasbeen applied to the construction andstandardization of the tests . Readersnot familiar with this material arerecommended to read the brief accountgiven in the GAP manual (1) or theauthors' fuller account of research anddevelopmental work on GAPADOL (2) . Simi-lar techniques were used in the con-struction of the present tests . However,in order to achieve effective discrimin-ation of reading ca~+prehension at higherability levels, it was necessary thatsome of the words deleted should be ofhigh redundancy but not - as is the casewith GAP deletions - completely redun-dant. A technical account of the con-struction of GAPADOL is also availableon request from the publishers . GAP haslived up to its initial promise in pro-viding a quick, easy to administer reli-able test of effective literacy in theyounger age groups . Trial resultssuggest that GAPADOL will be equallyuseful with adolescents .

John McLeodJonathan Anderson

(1) McLeod, J . GAP Manual, Melbourne 1965

(2) McLeod, J . and Anderson, J . AnApproach to the Assessment of ReadingAbility Through Information Transmission. Journal of Reading Behaviour2 .2 .116-143 . 1970

2

ADMINISTRATIONINSTRUCTIONS

DO what is in titaZic type . SAY what isin normal type .

Hand out the booklets, face up~arde, andinstruct Students not to turn the pageantiZ they are toZd.

At the top of the page where it says'Name' print your name . (Pause) Nowprint the name of your school and yourgrade and today's date . (Have the rtcaneof the school, grade arrd date on ehatk-board. )

This is a test to see how well you canread . There are stories in these booksbut some of the words are missing. Turnto page 2 and see . Do you see where thewords are missing in the first story?(Indicate) You have to read the story,then PRINT in the column marked ANSWERS(indicate), the ONE WORD you thinkshould go in each space . Same words maybe long words, like 'television' or theymay be short words like 'and' or 'a' or' the ' .

Let's do one together . Look at the piececalled THIS TEST . (HOZd up t0 demonst-rate .) You listen while I read it . (Readfairly sZoroty and cZearty .)

"This is a test to find out haw well we(pause) read."

What word do you think should qo in thefirst space? (Obtain the answer 'can'.)Do you see where it has been printed inthe ANSWER COLUMN? (HOZd up t0 demonst-rate .) Let's read some more . You followas I read :

"This is a test to find oLt haw well wecan read . Some words ha~re been left out(pause) the stories ."

What word should qo in the second space .(Obtain the ruord 'of' .) Do you see whereit has been printed in the ANSWERcoLUr~? (HoZd up to demonstrate. J

Now I want you to do the next one foryourselves . Just PRINT in the ANSWERcolumn the ONE WORD that you think

3

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should qo in the next space . Do that,then put down your pencil .

When most have finished.

Who has an answer? (Oblain 'the ' . )

Ask if anyone has any other ansr~ers (Youzritl probably get 'in', 'dorm', 'out') .Point out that these words mould fit butthat 'the' is probably a better raord.

Well that is what I want you to do. Justread the story and PRINT in the ANSWERcolumn the ONE WORD that you thinkshould go in each blank . Try to fillevery blank but if you can not think ofa word, go on to the next one . Do not beafraid to guess . Some stories may, behard to read, but even these have someeasy blanks . When you finish the test,go back and try to guess the words youleft out . Try every blank. If you cannot spell a word, just PRINT it the wayit sounds . No marks will be taken offfor wrong spelling.

Well, you try the next story yourselves .COUNT DOWN . Fill in all the missingwords . Do that now. Then put your pen-cils dawn . (While students are doingthis, maZk around and check that ansraersare being printed in the right place inthe ansraer column . )

then most have finished .

Let us check the answers you havefinished . (Read the story aloud, stress-ing the r~ords in CAPITALS.)

"Ten, nine, eight, seven, six, five,four, three, TWO, one zero. Fire :" Upgoes the rocket . Way up into THE sky .Faster and faster IT goes, till no oneCan SEE it ."

Does-anyone want to ask any questions?(Ansr~er any questions.) When you turnover, there are twelve pages . As youfinish each page, go straight on to thenext page without waiting for me to tellyou. Is everybody ready? Turn over andbegin .

Start stop match, or note the exact time(hour, minutes, seconds) from a clock ormatch with a second hand, on a piece ofpaper, and rarite dorm the exact time it

4

uriZZ be in thirty minutes . Check thatstudents are recording their ansraers inthe right place . DO NOT HELP IN ANY WAY.As students finish and cheek throughtheir >vork, collect papers and aZtorothem to carry an quietly roith some otheractivity .

After 25 minutes, say:

You have five more minutes .

After 30 minutes, say:

Stop . Pencils down, please .

Collect those papers which have not al-ready been collected.

ALTERNATE FORMS

The GAPADOL tests are power tests ratherthan speed tests, and are therefore rel-atively free from practice effect . How-ever, any possibility of practice effectcan be eliminated, for example inregular assessments for record card pur-poses, by alternating between form G andform Y of the test for successiveassessments .

As with the GAP tests, the two forms ofthe GAPADOL test may be administeredsimultaneously to a group of children,as they have the same initial practiceitems . If children are seated so thatthose sitting next to each other areanswering different forms, any poss-ibility of cheating is obviated .

Alternatively, greater sensitivity andreliability may be achieved by admin-istering the two forms on the same dayor on successive days, and averaging thechild's reading ages on the two tests .This is equivalent to having adminis-tered a test of double length, with areliability of approximately .95 .

PUBLISHERS NOTE

Offprints of an article detailing thetechniques by which these tests wereconstructed and validated will be avail-able shortly, free of charge, from us .Readers interested in obtaining copiesshould write to us at the address shownon the front page of this booklet .

5

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MARKING KEY

s

A student should NOT be penalised forspelling a correct answer incorrectly .

EXAMPLES

CHASEItem 3 THERE far THEIR - correctItem 5 TRIES for TRIED - incorrect

LEAMAS CONCRETE LONDON BEACHES CHURCHILL MARS

OF OF OF IS FAR SEENSTRONG IT BEST THE USHIS OF SAY LIFEAND

WITH BEACHES IT

HANDSAS THEIR OIL SIDE DIFFERENT

TOALSO NEW ON HERE WATE R

OTHERSHOULD ALL SWIM OR THENOT

AN THE BUTHAD MIXING FISH

SAME

HISWAY VERY CONTAIN

BEST OURTHEM EXCEPT ABOUT STRANGER LANDOF JOBS WHhCHTHE PART

PEOPLE FIND STATES FERTILEOF WOULD BEACHES AND

SOLESCOLD COMING THE IS

FACE MIX ITFELT TANKERS RIGHT MELTSEYESTHE SHARE SHOWBEING

AREASCAPITAL

HOWEVER

FORM G FORM Y

CHASE TURTLES PHILLIP POPPINS UNDERCOATING BRAINS

ON PEOPLE WHO UMBRELLA MAY WE REFOOD IN

OUTVERY TO ARE COMPARED

THEIR ASUPON OTHER OF

POUNDS TW'0WITH

FULLYIN SHE OF

TRIEDSETTING

AND IDEACOME SOUP

THROUGHSEE

WITH TIMETHE WINDSAFE HUNDREDS WAY HAIR MIXED OUT

ONLYLEADERSHIP BOTTOM BODY

SENTEXTINCT SHE PAINT THINGS

IN BEFORE ASON HIS AND FIRST

AND CALLED ANDTHEN GAVE AS INCHSCIENTISTS ITTHEIR TIMES ANSWERED

PRODUCTSTHEY THEM

MACHINES

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NORMS 1

8 9

TABLE 1 : EVALUATION OF READINGACHIEVEMENT

CHILD'SAGE R

FORM GN S R

FORM YN S

Scores are tabulated in three columns : 10 .0 7 18 34 11 22 3510 .1 8 19 34 12 23 36

R indicates a score which places the 10 .2 8 19 35 12 24 37child in the bottom 10+k of his age 10 .3 8 20 36 13 24 37group, i .e . suggests reading 10 .4 9 20 37 14 25 38retardation : 10 .5 9 21 38 14 25 39

N indicates the norm for the age group;S indicates a score which places the 10 .6 9 21 38 15 26 40

child in the top 108 of his age group, 10 .7 10 22 39 15 27 40

i .e . suggests superior reading ability . 10 .8 10 23 40 16 27 4110 .9 10 23 41 17 28 42

EXAMPLE : A child of nine years and one 10 .10 11 24 42 17 29 43month completes Form Y . A score of 10 .11 11 24 42 18 29 44

4 or less suggests retardation ; 11 .0 12 25 43 18 30 455-26 places him within the range 11 .1 12 26 44 18 30 45

of normal achievement]A 11 .2 12 26 45 18 31 46

27 or more suggests superior reading 11 .3 13 27 45 19 32 47ability . 11 .4 13 27 46 19 33 47

11 .5 14 28 46 19 33 48

CHILD'S FORM G FORM Y 11 .6 14 28 46 19 34 48AGE R N S R N S 11 .7 14 29 47 19 34 49

11 .8 15 30 47 20 35 49

7 .3 8 13 11 .9 15 30 48 20 35 497 .4 9 14 11 .10 15 31 48 20 36 497,5 1 9 4 14 11 .11 16 31 49 20 36 50

7 .6 2 10 4 15 12 .0 16 32 49 21 37 507 .7 2 11 5 16 12 .1 17 32 49 21 37 507,8 3 12 0 5 16 12 .2 17 33 50 21 37 507 .9 3 13 0 6 17 12 .3 17 34 50 21 37 51

7 .10 4 13 0 7 18 12 .4 18 34 51 21 38 519.11 4 14 0 7 18 12 .5 18 35 51 22 38 51

8.0 5 15 1 8 19 12 .6 19 35 52 22 38 52

8.1 5 16 1 8 20 12 .7 19 36 52 22 38 528 .2 6 16 1 9 20 12 .8 19 36 52 22 38 528 .3 7 17 1 10 21 12 .9 20 37 53 23 39 528,4 7 18 2 10 22 12 .10 20 37 53 23 39 538,5 0 8 19 2 11 22 12 .11 20 38 54 23 39 53

8,6 0 8 19 2 11 23 13 .0 21 39 54 23 39 538 .7 0 9 20 2 12 24 13 .1 21 39 54 24 39 548 .8 1 9 21 3 13 25 13,2 22 40 55 24 39 548,9 1 10 22 3 13 25 13 .3 22 40 55 24 40 548 .10 2 10 23 3 14 26 13 .4 22 41 56 24 40 548 .11 2 11 24 3 15 27 13 .5 23 41 56 24 40 55

9 .0 2 12 24 4 15 27 13 .6 23 42 57 25 40 559 .1 3 12 25 4 16 28 13 .7 24 42 57 25 40 559 .2 3 13 26 5 16 29 13 .8 24 43 57 25 41 559 .3 4 13 27 6 17 29 13 .9 24 43 58 25 41 569 .4 4 14 27 6 18 30 13 .10 25 43 58 26 41 569 .5 4 14 28 7 18 31 13 .11 25 44 58 26 41 56

9 .6 5 15 29 8 19 31 14 .0 25 44 59 26 41 57

9 .7 5 15 30 8 19 32 14 .1 26 44 59 26 41 579 .8 5 16 31 9 20 33 14 .2 26 44 59 26 42 579 .9 6 17 31 9 21 33 14 .3 27 44 59 27 42 57

9 .10 6 17 32 10 21 34 14,4 27 45 59 27 42 58

9 .11 7 18 33 11 22 35 14.5 27 45 59 27 42 58

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NORMS 2

Table 1 is designed to help teachersdetect children who require specialattention, a major use of standardisedreading tests .

Table 2 converts raw score to readingage, and may therefore be particularlyhelpful in assessing the effectivenessof a specific remedial programme .

EXAMPLE :

Child scores 10 oM fort G, indicating areading age of 8 years and 10 months .Six months later, he~scores 18 on thesaw test, indicating a reading age of10 years . Thus :

Indicated improvement

14 monthsLess elapsed time

6 monthsIndicated net gain

8 months

AGE

282930

3132

t

333435

4647484950

11,6 31 11 .211.7 32 11 .311 .9 33 11,5

11 .11 34 11.712 .1 35 11,912,2 36 11,1112,4 37 12,312,6 38 12,8

],2 , 8

39

13 .212 .10 40 13,712,11 41 14,113.1 42 14,513 .3 43 14,9

13 .5 ,

~ 44

15,013 .7 45 15 .313 .10 46 15 .614 .3 47 15 .814 .8 48 15 .11

15,1 49 16,115 .6 50 16 .415 .11 51 16.716 .3 52 16 .816 .10 53 16 .11

CHILD'SAGE I R

FORMN

GS I R

FORM YN S

TABLE 2 : READING AGE FROM RAW SCORE

FORM G FORM Y14,6 27 45 59 27 43 58 SCORE READING AGE I SCORE READING14,7 28 45 59 28 43 5814,8 28 45 59 28 43 59 1 7 .5 4 7 .6

14 .9 28 46 60 28 43 59 2 7 .7 5 7 .8

14,10 28 46 60 28 44 59 3 7 .9 6 7 .9

14,11 29 46 6p 28 44 60 4 7,11 7 7.115 8.1 8 8 .1

15 .0 29 46 60 29 44 6015 .1 29 46 60 29 45 60 6 8 .2 9 8.2

15 .2 29 47 60 29 45 60 7 8,4 10 8,4

15 .3 30 47 60 29 45 61E 8 8 .6 11 8 .6

15,4 30 47 60 30 46 61 x 9 8 . 8 12 8 . 7

15,5 30 47 61 30 46 ' 61 10 8.10 13 8 .9

15 .6 30 47 61 30 46 61 11 8.11 14 8,10

15 .7 30 48 61 30 47 62 12 9 .1 15 9 .0

15 .8 31 48 61 31 47 62 13 9 .3 16 9,2

15,9 31 48 61 31 48 62 14 9 .5 17 9 .3

15 .10 31 48 61 31 48 63 15 9,7 18 9,5

15,11 31 48 61 31 48 63ti 16 9,g 19 9,7

16 .0 32 49 61 31 49 63 17 9 .10 20 9,8

16,1 32 49 61 32 49 63 18 10 .0 21 9 .10

16 .2 32 49 62 32 50 64 19 10,2 22 10,0

16,3 32 49 62 32 50 64 20 10 .4 23 10,1

16 .4 33 50 62 32 50 64 21 10 .6 24 10,316 .5 33 50 62 33 51 65 22 10 .7 25 10 .5

16 .6 33 50 62 33 51 65 23 10 .9 26 10 .6

16 .7 33 50 62 33 51 65 24 10 .11 27 10,8

16,8 33 50 62 33 52 65 25 11,0 28 10 .916,9 34 50 62 - 53 66 26 11 .2 29 10 .1116 .10 34 50 62 - 53 66 27 11 .4 30 11,116,11 - - - - 53 66

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TABLE 3 : RELIABILITY AND STANDARD ERRORINDIVIDUAL SCORES

A G E

OF

RELIABILITY

FORM G

ACKNOWLEDGEMENTS

FORM Y

Internal consistency coefficients havebeen calculated for five different yeargroups (Hoyt, 1941) . The median relia-bility coefficient was .found to be 0.91,with a median standard error of an indi-vidual's score of 3.47 .

The authors and publishers would like to(hank the following for permission toreproduce copyright material in the testbooklets :

American Educational Publications, forTURTLES (G) and BEACHES (Y), from Knot)Your World, ® Xerox Corporation, 1967

Cassell & Co ., for LONDON (G), from TheSecond World War, by Winston Churchilland CHURCHILL (Y), from The WarSpeeches Vol . II, by Winston Churchill

Hamlyn Publishing Group Ltd., for CON-CRETE (G) and UNDERCOATING (Y), fromThe Practicat Handyman, by James E .Wheeler .

Sir Isaac Pitman and Sons Ltd., forBRAINS (Y) and MARS (Y), from TheScientific Background, by A .I1 .Jeffares .

Lawrence Pollinger Ltd., for PHILLIP (G),from The Fatal Impact, by AlanMoorehead .

Victor Gollancz Ltd., for LEAMAS (G),from The Spy taho came in from theCold, by John Le Carre .

GAPADOLREADINGCOMPREHENSION

MANUAL

J. McLeodDirector, Institute of Child Guidanceand Development, University ofSaskatchewan

and

J. AndersonProfessor of Education, The FZindersUniversity of South Austratia

Copyright © 1972 J. McLeod 8~ J. AndersonFirst Published 1972Reprinted 1974, 1975, 1976, 1977, 1978,1979, 1980, 1981Heinemann Educational Australia Pty Ltd85 Abinger Street, Richmond, Victoria, 3121Printed in Singapore byKyodo-Shing Loong Printing Industries Pte Ltd

7 .3 to 8.3 .849.3 to 10 .3 .91

11 .3 to 12 .3 .9313 .3 to 14 .3 .92

15 .3 to 16 .3 .91

O

~,

2 .5713 .09

.92 2.35

.87 3 .44

13 .513 .55

. 89 3 . 49

.90 3.63

3 .45 .91 X3.72