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[Adventures in Assessment logo]

Volume 4 April 1993

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CONTENTS

Introduction: Volume 4:
Looking Back
Loren McGrail, Editor

Group Goal Setting Activities: An Approach from Youth Service Corps
PECE Resource and Planning Guide

Empowering the Student through Goal Setting
Susan Martin, Sandra Hall, and Jeanette Bahre

Informal Reading Inventory: Highlighting Connections and Capabilities
Eileen Barry

The ESL Classroom as Community: How Self Assessment Can Work
Dulany Alexander

Tape Journals in the Oral Skills Class
Eileen Hughes

Knowing Math and Passing the GED
Sally Spencer

Through the Eyes of an ABE Interviewer
Nancy Jane Venator

Publication Review
Don Robishaw

Letters



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The Informal Reading Inventory:
Highlighting Connections & Capabilities

Eileen Barry
Workplace Education Project
Labor Education Center UMass Dartmouth

Returning to school after many years is a high risk and frightening step for most adult learners. When they make the courageous decision to enroll in classes, it is important to provide initial experiences which are positive and validating. While the learners have skills which require improvement, they also must be reminded of all that they know and are capable of doing already. It is also important that they see they are joining a community of learners who share similar experiences, frustrations, and accomplishments. For these reasons, we have decided that the TABE (Test of Adult Basic Education) assessment test, which evaluates reading and math skills, is unsuitable for our program.

The Workplace Education Project offers six GED, Pre-GED, and ESL classes in five different sites in New Bedford and Fall River. Originally, the classes were comprised primarily of Portuguese immigrants who were employed in garment and small manufacturing industries. With the changing economy, however, a growing number are now unemployed.
Previously, when students enrolled in the Pre-GED and GED classes, we asked them to complete the TABE Survey test. Noting the high level of anxiety of new students, however, it always bothered us that we welcomed them to the program with such an intimidating and frustrating tool. After the students completed the assessment, it was our turn to struggle with it. We felt frustrated as we looked at the answers, both correct and incorrect, because we had no way of knowing why the student chose a particular answer.

After scoring the test, the struggle would continue. We would confer with other teachers in the program and determine, based upon the TABE score, whether the learner was better suited for the Pre-GED or GED class. We would make a “good guess” as to which class to place the students and we would watch how they did in class to determine if the level of the class truly met their needs.

Often, we would find that we had misplaced the learners and would move them to a different class. We usually found that the learners’ comprehension skills were much better than the TABE had indicated. When they were in a relaxed setting, reading relevant and interesting material, and explaining their interpretations and reactions, it became clear to us and to them that they possessed many more skills than the TABE acknowledged.

It became apparent to us that it would be necessary to develop assessment tools which better reflect the strengths and needs of the learner. We decided to create an Informal Reading Inventory, comprised of relevant, interesting reading selections followed by questions which enable the learners to realize their strengths as well as areas which require improvement. A math assessment was designed which focuses on what learners already know and which accommodates the European backgrounds of most of the students. We also created an interest survey to identify learners’ goals, interests, and preferred learning styles. While all three tools are important for assessing our learners, this article will focus on the Informal Reading Inventory. [Editor’s note: see articles by Kelly and Whiton in Volume One of Adventures in Assessment for more information on Informal Reading Inventories and Miscue Analysis.]

Following the Learners’ Lead
We determined that an ideal source of reading material for the Informal Reading Inventory (IRI) was the learners themselves. Previous participants in the program had written and published an anthology of writing entitled Learning to Fly. These stories covered a wide range of issues such as families, automobiles, immigration, and learning. [The stories are reprinted following this narrative.] After using the Raygor Readability Formula (see box below) to determine the reading levels of the stories, it became clear that in addition to a wide range of subject matter the stories also reflected a wide range of reading levels. After supplementing the anthology with a few stories taken from Sharing Our Thoughts, the SABES Southeast Writing Magazine, we had stories with reading levels ranging from 2.5 to 10.0. (It is important to note that we used the Raygor Readability Formula to confirm the estimates that we had made about the reading level of the passages. We thought using a standardized measure would add more validity to the IRI, but continue to believe that readability formulas should be used with caution because they fail to consider many factors, such as level of interest and learner background, which have a strong influence on reading comprehension.)

After choosing the stories, we developed questions to accompany each of eleven passages. Some questions require short answers while others ask for more extensive writing. In addition to assessing learners’ reading abilities, we then have writing samples to review. This is an added benefit, for we did not get an indication of the learners’ writing when we used the TABE test. Since writing is a required skill for the GED test and a focus of the class, the sample offers important information. Multiple choice questions accompany some of the passages since the learners will eventually be required to answer this type of question, but they are able to choose more than one answer if they wish. If the student answers the question correctly, we know that she or he has understood the passage and is familiar with the multiple-choice format. If the learner chooses more than one answer, we gain insight into his or her thought processes.

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The Raygor Readability Formula
(Baldwin and Kaufman, 1979)

1. Count out a 100-word passage from the selection or reading you have chosen. If the reading is long, it may be more accurate to choose a passage from the beginning and from the end and to take the average. If they are different, choose a third passage and find the averages. For most low readings, though, one 100-word passage should be enough.
2. Count the number of sentences in each passage. Count a half sentence as .5.
3. Count the number of words in each passage containing six or more letters.
4. Find the points on the Raygor graph.

The learners receive the eleven stories, each copied on a separate piece of paper with a set of questions. We explain that the stories were written by people who were once in the same position as they. The new students are always excited by this and become more interested in reading the material. We explain further that they should decide which stories they want to read. They are encouraged to read as many as possible, but are assured that if a story is too difficult or of no interest to them, they should not feel required to read it.

Because the Pre-GED and GED classes meet simultaneously and since we do not have a counselor present to administer the assessment, we are unable to listen to the students read the passages and to conduct a miscue analysis. The learners work independently and read the passages silently.
When we review the assessment, we do not use an official scoring procedure and do not determine a grade level. Basically, we use the information and our knowledge of the levels at which the GED and Pre-GED classes are working to place the new student with the group that seems most appropriate. Since we have implemented the use of the IRI, we have a 99% successful placement rate! (On one occasion, a student’s nerves interfered with his ability to read the stories and answer the questions.)

When we discuss our assessment tools with teachers in other programs, they often raise the issue of funders requiring TABE scores or results from other standardized tests. It is important to note that DOE-funded programs are not mandated to use standardized tests. If programs are receiving funds from other sources which do impose this requirement, we feel that it would still benefit the learners and the teachers to use alternative assessment tools in the initial assessment phase. After students adjust to being in class, they could then complete the standardized test. While the scores from the standardized measure would satisfy funders, the results from the alternative assessment can be used effectively in practice.

We have found that learners are the best judges of their own abilities. They read the stories that are written at their level and answer the questions within their capabilities. This provides a positive initial experience because they determine what they are capable of doing rather than focusing on what they don’t yet know.

It is also an inspiring experience as they read the words of people who were once in a similar situation and who have now reached their goals or made great progress. Tools such as the Informal Reading Inventory meet our goal to create positive initial experiences for learners so they will begin to feel more confident about their decision to return to school and about their ability to reach their goals.

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STORIES

#1. Learning to (fly) swim

Back in the summer vacations of 1986, I used to go everyday to the rocky beach in my little town. I used to go there with some of my best friends that could go with me. They are Gil, Miguel and Alberto. Some of my other friends were not allowed by their mothers. They wouldn’t let them go. In the beach we would lie ten minutes in the sun, then after, it was time for the bath in the small tide pools. It was like that every day, even Sundays.

The only problem at those days was I didn't know how to swim. Miguel did, so he was going to teach us, me and Alberto. At first I went from rock to rock, first a few meters in shallow water. After half an hour of lessons we would get tired, so we would explore the pools. Sponges, sea urchins, jelly fish, sea stars, algae and coral were some of the creatures we used to look for. Although we didn't know anything about them, we knew that sea urchins and jelly fish were the ones to stay away from.

Like I was telling… we used to just go from rock to rock. With some patience from Miguel, a month after we already knew our way across larger pools. After that Miguel said that we could swim on the open sea. At that time I felt a new kind of freedom in a new world. but I also thought, “Be careful, this new world is unknown, after learning to (fly) I don't want to fall.”

Joao Ferreira

 

#2. My Truck

It was one of the last ones built in 1950, by the Chevrolet Company. It is a 1950 Chevro-let, half-ton pick up with several 1951 parts. A rugged truck built for work, it came from the factory without turn signals, seat belts, carpeting or a radio.

Bought by a contractor, the truck was put to work right away. Everyday the truck was used to haul tools and supplies to and from different jobs. This truck was worked for nine years without any major problems. In 1959 the contractor gave up his business and sold the truck.

A carpenter who had worked for the contractor, bought the truck for one dollar. He added a few accessories, ladder racks, turn signals and three wooden tool boxes. Now the truck was ready to go back to work. For ten more years the truck was used for work. The motor was worn, the rear springs were shot from being over-loaded. There were dents and rust from years of work and bad weather. Still running, it was taken off the road; replaced by a station wagon in 1969.

I was home on leave when I saw it in the back yard. I looked it over and knew it needed a lot of work. The more I thought about it, the more I wanted it. The last day of my leave I bought it. It was put in a garage for storage.

It was late in 1974 when the truck was put back on the road. Now there was a newer Pontiac motor and transmission under the hood. The rear axle and springs had also been replaced. The electrical system also had to be converted from six volts to twelve volts. It needed some bodywork but that would wait.

Put together, mainly for transportation, it wasn't long before the truck was put back to work. There were moving jobs, runs to the dump and scrap yards. It also did a few tow jobs and hauled a trailer. In 1976 the truck was put back into storage, replaced by a van.

It's now 1991, after 14 years of storage the truck has been brought back to life. This time it has been completely rewired to accommodate all the new accessories. Under the hood is a new 350 cubic inch Chevy motor. In need of some body work and paint, it sits patiently in a heated garage waiting for the day it will again be on the road.

This time will be different. Its working days are over. The next time it sees the road, it will be for cruising and transportation.

Eddie De Mello Jr.

#3. The family

The family is a place where people love and feel loved, a place of understanding and forgiving, a place of happiness and sometimes sadness. The family is where everybody feels comforted. It is where sometimes we have discussions to fix things, a place where everybody respects and is respected. Family is a place where we form a small society to go in a big society. I think the family is the most important thing we all have because all of us in the family are loved and feel loved. Everybody helps everybody.
Good things happen like a marriage or a new born child and it makes us happy. Sometimes, when somebody gets sick or dies, sadness invades the family. A family is where parents respect children and children respect parents and grandparents, where sometimes discussions arise because of how children behave, because of money or lifestyles. If we are good families, societies will be good too. In conclusion, family is the best thing everybody has: that goes from love to all other good things that can exist. I don’t know what I would be without my family.
(I feel very sorry for people who don’t have a family, especially the homeless or people who live alone.)

Maria A. Alves

 

#4. CAR TECHNOLOGY

One of the most competitive sectors of the world’s economy is the automotive sector. So companies worldwide are largely tuned into research and technological development. They don’t only need technology for quality, but also to be a step ahead of the competition. In the last few years, the most amazing of these developments are active suspension and four wheel steering.

In the case of active suspensions, they are still in the development phase. Some firms are taking the risk to sell them commercially. These are Mitsubishi, Dodge, and Infiniti. There are also the “semi-active” suspension which is standard equipment on all Lincoln models. It has been just a couple of years since Lotus Formula I car used active suspension. Lotus is still one of the technology leaders. Active suspension is one of the most important recent automotive developments, which contributes to a bumpless ride.

Four wheel steering has been a long time dream for major car companies. It was brought to life by Honda, using a simple mechanic system within its model “Prelude SI.” Mazda also developed a more complicated electronic system. Both proved to be a big improvement in performance and are also a good selling point.

The list could go on with aerodynamics, alternative fuels, and “Kansei” engineering. But in conclusion, one can say that, “Car industry is the first to work for consumers.” Now we can be sure that companies are trying to do the best for us and our environment.

Joao Ferreira

 

#5. MY FAMILY

We were four brothers in the family. Until I came to the USA, I lived in a city called Curitaba. That’s the capital of the Parama's state.

In 1983 we lost our brother and my house stayed sad. We missed him.

In 1984 we adopted a little girl. The happiness came again to us because she is a smart girl.

Now we feel the loss of my brother, but we also have a little girl.

Samuel Sales Pires

 

#6. War

As a child, growing up in World War Two, I found it to be very exciting. Being only six years old, I thought it was great when the sirens went off. We had to shut all the lights off and pull the window shades down.

My sisters and I would run to the windows and peek out at the air raid wardens. They walked up and down the streets protecting our neighborhoods. We were unaware, I know at our ages, of the Jewish people and how they were murdered. Also innocent people who were killed trying to hide them from the German soldiers. We were too young to read a paper or to understand what was being said on the radio.

Today I am reliving another war. This time I am fully aware of what is going on, and I do not find it very exciting. I only hope the young men and women who are in Saudi Arabia know what they are fighting for.

It is sad that we have to go to war in other countries to help them fight for their freedom. At the same time people in the United States take their freedom for granted. We are lucky to be living in a democracy where we are free to speak out for what we believe in, to go to the church of our choice, many of us are never satisfied. We should look around us and see how other people live, and we would appreciate what we have.

Betty Coderre

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#7. HARBINGER

Jon could still see the mynah, his mind still heard its piercing cry. Jon had seen this self-same four previous times in his life. Four dreams that he could never forget, and now for the fifth time he did it. Invaded his dreams. Another nightmare that would haunt him throughout his days.
He was ten the first time the dream appeared to him. He wakes up screaming and his mother comes in to comfort him. She tells him it was only a bad dream. The next day Jon’s grandfather died of a heart attack. It was a bad dream, nothing more.

At 14, the dream returned. Once again Jon was terrified and he somehow remembered having seen that bird some other time. The next day there was a substitute teacher at school. His class was told that their teacher had passed on. No further explanation was given the students. Jon knew when he had seen the mynah before, and he was scared.
Once more did Jon dream of the damned mynah. He was 19, and in college now when he was called in to identify the body of his roommate. His best friend’s cycle had been hit by a truck.

The next nightmare of the bird is the hardest for Jon to accept. For he remembers it with shame. His wife of three years had just given birth to a boy. It was his first child. He was so scared for them, for he knew the meaning of his dream. The shame he recalls is of the relief he felt when his mother called him and his father had just died in his sleep.

And now after six years, the dream again. Jon lay in bed trembling. Someone he loved had died, or was about to die. He knew there was nothing he could do. After having composed himself as best he could, Jon got out of bed, he cleaned up, dressed, and went to his kitchen to have breakfast. He was finishing up his coffee as the phone rang.

Michael Woodmansee

#8. THE DAY WHEN I IMMIGRATED TO AMERICA

It was a happy day thinking that I was coming to America. Every person talked about it as big, rich, and beautiful country. I was anxious to come to see if it was true! Even so, I was very sad to leave my little and beautiful country too.

In my country I wasn’t rich and I had to work hard. I left my family, friends, animals, rivers, and springs, the Sundays when we could rest and dress up, the dances where we could find a boy friend.

When at the airport, waiting to leave on the plane, I was sad and happy and scared. When in the plane I was anxious to get to Boston to know how it would be. When still in the air I could see a dark city. Right away I could see the difference from Lisbon to Boston, Lisbon so bright and colorful and Boston so dark.

When out of the airport, my grandfather was waiting with the taxi. I was so happy to see him but that taxi was so old and dirty. Soon I started to look and see that what people there were telling me wasn’t true, so many old things, the houses of wood, the food wasn’t too good. Right away I started to remember my house and my country where I grew until I came.
It was like I had nothing. Thank God my parents and brothers came with me. I was so sad nothing would brighten me, in part too because I had left my boyfriend. It was so different from what I used to do. Days passed and I went to work. It was so different from what I used to do. Soon I started in piece work. It made me so afraid, seeing the man with the clock taking the time.

Days, months and years passed. I went to school for a short time during the night. It was very difficult, but slowly I learned a little bit, how to speak and read a little. Twenty and five years already passed. I miss my country Portugal, still. Today I love this country, America. I am a happy citizen too. I forgot all the bad things and changed them for the good it had to offer me.

Maria C. Alves

#9. A toy

It was long, long ago. I was about five years old. My grandmother was sitting in front of her bedroom’s window. She had called for me. When I got there I saw her with her glasses on, holding gently a rag doll. She had just finished it. My grandmother was there, smiling, while holding the most beautiful doll that I had ever seen. She gave me the doll, just like that. It was not Christmas, or any other kind of commemoration, and it was my first and the only toy I had in all my childhood.

My mother wanted to sell the doll to make some money, but my grandmother said there could not be money enough in the world that paid for her granddaughter’s happiness, and she reaffirmed her intention that she had made that doll with love to be given to her granddaughter Zana. The doll doesn’t exist anymore, but my grandmother’s words and the doll image still live in my heart. I can clearly remember it.

The doll body was made from white cloth that my grandmother used to make sheets and pillow cases. Her underwear, little panties, was light pink, the same kind of cloth that my grandmother used to make our own underwear. Her dress was hand-knitted from lamb wool that my grandmother had dyed pink previously. Her socks were hand crocheted from pink cotton thread and her shoes were made from lamb fur. Her hair was made from brown wool and her eyelashes and eyebrows from black cotton thread and her lips from rep. It was the most beautiful rag doll I had ever seen in my life. I felt fascinated, overjoyed, delighted with my doll; but my attention almost failed on a particularity — my doll was wearing socks and shoes, while I was barefoot.

Maria Z. Santos

 

#10. GED

I quit school when I was 16 years old because of financial reasons. I had to help my mother with the bills and my two younger brothers. I had many different jobs. My last job lasted for 22 years. I would like to have stayed there until I retired but plant closure took that dream.

When I was younger, I could walk across the street and get a job. That’s how easy it was. If I didn’t like that one, I could just as easy go somewhere else and would get hired on the spot.

Now plants, corporations, and companies want high school diplomas and if you don’t have one, most good paying jobs won’t even consider your application. Some places won’t even tell you that’s why you didn’t get hired There are a few places left that don’t require a diploma, but they are getting fewer and farther apart.

I was a stitcher, driller, solderer, tire builder, supervisor and injection molder to name a few. I have learned a lot up to this point. When I think about my life and past jobs, there have been a lot of things accomplished and one or two failures along the way.

Getting a GED is not as easy as it sounds, for my anyway. Through the classes I am learning all over again and I am determined to get my diploma..

Marie Lucas

 

#11. THE WISH

Arthur had always been fascinated with the past. As a young boy, he used to collect old stamps and coins. Strange pieces of metal and rock he would scrounge in his neighborhood were precious Indian relics or stone age tools to his young imagination.

Now he was in college studying ancient history. For the summer, he was lucky enough to be included in the field trip to Israel to work at an archaeological dig.

It was uncomfortably hot the day that Arthur, carrying his shovel and camera, climbed down into a newly excavated dwelling. He welcomed the cool air in the dim interior. After working carefully in the north corner for an hour, he was scraping his shovel through the sand when he heard it clink against metal. His heartbeat increasing with excitement, he bent down to examine his find. It was an old brass lantern, rather sooty near the lip.

Pulling out his shirttail, Arthur started to buff the grime off his lantern. Immediately, he began to feel light headed and dizzy; the room grew darker and an unsettling feeling of spinning passed through him. He found himself surrounded by greenish vapors that congealed into the shape of a man. “I am the genie of the lamp,” the voice boomed. “You have awoken me from my eternal slumber; your wish is my command!”
Arthur almost fainted from the shock. He sweated and trembled. Finally he managed to speak in a high nervous voice. “I wish to go back in time and witness the construction of the Great Pyramid at Giza!”

No sooner than the last word left his lips, he found himself in the desert. He looked down and saw that he was wearing a long white robe. He looked up and saw a half built pyramid. Nearby were men also dressed in long white robes. They were straining to push a huge stone block along little wooden rollers. Arthur looked desperately for his lamp, but it was nowhere to be found. The crack of a whip behind his right ear startled him into awareness. Approaching was a heavily armoured Egyptian soldier flailing his whip. “Get back to work,” he commanded, “or you will be thrown to the jackals!”.

Timur Turkdogen

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Questions

Story #1. Learning to (Fly) Swim

1. The author of the story probably lived in
a. New York City
b. Portugal
c. New Bedford

2. Miguel taught the author to
a. fly
b. explore pools
c. swim

3. What do you think is the main idea of this story?


Story #2. My Truck

1. Which alteration or alterations came first?
a. ladder racks
b. carpeting
c. turn signals
d. both a and b
e. both a and c

2. It is clear from the story that the author
a. is a carpenter
b. has just bought a truck
c. is proud of his truck


Story #3. The Family

1. The author believes that good families
a. don’t have arguments
b. are important for society
c. Iive together in one house

2. What would be a good title for this story?

3. On another piece of paper, write your own description of “a family.”


Story #4. Car Technology

1. According to the author, one of the most important advances in car technology is
a. alternative fuels
b. electronic systems
c. four wheel steering

2. The author believes that the car industry spends a great deal of time on research due to
a. consumer complaints
b. competition from other car
manufacturers
c. governmental regulations

3. The author says that car companies are trying to do the best for us and our environment. Do you agree? Why or why not?


Story #5. My Family

1. The author of the story was sad because
a. he moved to the USA
b. his brother was lost
c. his brother died

2. What made the author happy?


Story #6. War

1. The job of the air raid warden was to
a. protect neighborhoods
b. fight in World War Two
c. turn sirens off

2. As a young girl, the author thought war was exciting because
a. innocent people were killed
b. she thought it was a game
c. she could listen to war stories on the radio
3. Some examples of democracy mentioned in the story are
a. freedom of religion
b. freedom of choice
c. freedom of expression
d. both a and b
e. both a and c

4. The author believes that
a. people in the United States take their freedom for granted
b. it is good to fight for the freedom of other countries
c. Iife was better when she was younger


Story #7. Harbinger

1. A “mynah” is a
a. nightmare
b. story about death
c. bird

2. Jon was ashamed when his father died because
a. he dreamed that his father died
b. he was glad that his baby did not die
c. he had an argument with his father

3. What do you think happens after the phone rings at the end of the story? (use another paper if you’d like)


Story #8. The Day When I Immigrated to America

1. The author was excited to come to the U.S. because
a. she expected a beautiful, rich country
b. she wanted to find a job
c. she didn’t like her country

2. How did the author feel at work?
a. excited
b. nervous
c. fortunate

3. How did the author describe the U.S.?


Story # 9. A Toy

1. From the story we learn that the little girl
a. was very poor
b. had many toys
c. sold the doll to make some money for her family

2. The doll was important to the little girl because
a. the doll wore shoes
b. it was a gift of love
c. the doll was worth a lot of money

3. Describe the doll in your own words.


Story #10. GED

1. Why does the author want her GED?

2. Why do you want your GED?


Story #11. The Wish

1. What is the theme of “The Wish?”
a. Exploring is dangerous.
b. Be careful what you wish for.
c. It’s better to live in the present.

2. Write what you think will happen to Arthur next.

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Sample Answers to Stories 10 & 11

So she can get a job.

2. Why do you want your GED?

So I can further my education and become a Medical Secretary.

Story #11 The Wish

1. What is the theme of "The Wish?"

Be careful what you wish for.

2. Write what you think will happen to Arthur next.

He will be put to work to help build the Great Pyramid a Giza, before he realizes that he can wish he was back in the present.

 

Sample Answers to Stories 10 & 11

For finicial reasons

2. Why do you want your GED?

I want my GED becouse today company's want people who has it.

Story #11 The Wish

1. What is the theme of "The Wish?"

Be careful what you wish for.

2. Write what you think will happen to Arthur next.

i don't know what is going to happen, I don't tink he'll have fan.

 

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Originally published in Adventures in Assessment, Volume 4 (April 1993),
SABES/World Education, Boston, MA, Copyright 2003.

Funding support for the publication of this document on the Web provided in part by the Ohio State Literacy Resource Center as part of the LINCS Assessment Special Collection.

 

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