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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 .
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 .
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 .
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
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
. " 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 .
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
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
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
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
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
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
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