| Year |
Citation |
Score |
| 2021 |
Al Otaiba S, Foorman B. Early Literacy Instruction and Intervention. Community Literacy Journal. 3: 21-37. PMID 25221452 |
0.395 |
|
| 2020 |
Petscher Y, Cabell SQ, Catts HW, Compton DL, Foorman BR, Hart SA, Lonigan CJ, Phillips BM, Schatschneider C, Steacy LM, Terry NP, Wagner RK. How the Science of Reading Informs 21st-Century Education. Reading Research Quarterly. 55: S267-S282. PMID 34007089 DOI: 10.1002/rrq.352 |
0.317 |
|
| 2020 |
Foorman BR, Lee L, Smith K. Implementing Evidence-Based Reading Practices in K–3 Classrooms Education and Treatment of Children. 1-7. DOI: 10.1007/S43494-020-00005-3 |
0.426 |
|
| 2020 |
Foorman BR, Wu Y, Quinn JM, Petscher Y. How do latent decoding and language predict latent reading comprehension: across two years in grades 5, 7, and 9? Reading and Writing. DOI: 10.1007/S11145-020-10043-3 |
0.447 |
|
| 2018 |
Foorman BR, Petscher Y. Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding. Journal of Visualized Experiments : Jove. PMID 30371674 DOI: 10.3791/58557 |
0.483 |
|
| 2018 |
Foorman BR, Herrera S, Dombek J. The Relative Impact of Aligning Tier 2 Intervention Materials with Classroom Core Reading Materials in Grades K–2 The Elementary School Journal. 118: 477-504. DOI: 10.1086/696021 |
0.771 |
|
| 2018 |
Foorman BR, Petscher Y, Herrera S. Unique and common effects of decoding and language factors in predicting reading comprehension in grades 1–10 Learning and Individual Differences. 63: 12-23. DOI: 10.1016/J.Lindif.2018.02.011 |
0.5 |
|
| 2017 |
Foorman BR, Petscher Y, Stanley C, Truckenmiller A. Latent Profiles of Reading and Language and Their Association With Standardized Reading Outcomes in Kindergarten Through Tenth Grade. Journal of Research On Educational Effectiveness. 10: 619-645. PMID 30918534 DOI: 10.1080/19345747.2016.1237597 |
0.514 |
|
| 2017 |
Foorman B. Introduction to the Special Issue: Challenges and Solutions to Implementing Effective Reading Intervention in Schools. New Directions For Child and Adolescent Development. 2016: 7-10. PMID 27922219 DOI: 10.1002/Cad.20172 |
0.395 |
|
| 2016 |
Foorman B, Dombek J, Smith K. Seven Elements Important to Successful Implementation of Early Literacy Intervention. New Directions For Child and Adolescent Development. 2016: 49-65. PMID 27922216 DOI: 10.1002/Cad.20178 |
0.73 |
|
| 2016 |
Reed DK, Petscher Y, Foorman BR. The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners. Reading and Writing. 29: 633-657. PMID 27313395 DOI: 10.1007/S11145-015-9619-3 |
0.555 |
|
| 2016 |
Petscher Y, Foorman BR, Truckenmiller AJ. The Impact of Item Dependency on the Efficiency of Testing and Reliability of Student Scores From a Computer Adaptive Assessment of Reading Comprehension Journal of Research On Educational Effectiveness. 10: 408-423. DOI: 10.1080/19345747.2016.1178361 |
0.454 |
|
| 2016 |
Reed DK, Petscher Y, Foorman BR. The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners Reading and Writing. 1-25. DOI: 10.1007/s11145-015-9619-3 |
0.327 |
|
| 2015 |
Petscher Y, Mitchell AM, Foorman BR. Improving the Reliability of Student Scores from Speeded Assessments: An Illustration of Conditional Item Response Theory Using a Computer-Administered Measure of Vocabulary. Reading and Writing. 28: 31-56. PMID 27721568 DOI: 10.1007/S11145-014-9518-Z |
0.33 |
|
| 2015 |
Foorman BR, Herrera S, Petscher Y, Mitchell A, Truckenmiller A. The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2. Reading and Writing. 28: 655-681. PMID 27660395 DOI: 10.1007/S11145-015-9544-5 |
0.542 |
|
| 2015 |
Ciancio D, Thompson K, Schall M, Skinner C, Foorman B. Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades. Journal of School Psychology. 53: 393-407. PMID 26407836 DOI: 10.1016/J.Jsp.2015.07.003 |
0.515 |
|
| 2015 |
Foorman BR, Koon S, Petscher Y, Mitchell A, Truckenmiller A. Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades. Journal of Educational Psychology. 107: 884-899. PMID 26346839 DOI: 10.1037/Edu0000026 |
0.531 |
|
| 2015 |
Spencer M, Muse A, Wagner RK, Foorman B, Petscher Y, Schatschneider C, Tighe EL, Bishop MD. Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge. Reading and Writing. 28: 959-988. PMID 26273128 DOI: 10.1007/S11145-015-9557-0 |
0.438 |
|
| 2015 |
Foorman BR, Herrera S, Petscher Y, Mitchell A, Truckenmiller A. The structure of oral language and reading and their relation to comprehension in Kindergarten through Grade 2 Reading and Writing. DOI: 10.1007/s11145-015-9544-5 |
0.358 |
|
| 2015 |
Foorman BR, Wanzek J. Classroom reading instruction for all students Handbook of Response to Intervention: the Science and Practice of Multi-Tiered Systems of Support: Second Edition. 235-252. DOI: 10.1007/978-1-4899-7568-3_14 |
0.385 |
|
| 2013 |
Kim YS, Petscher Y, Foorman B. The unique relation of silent reading fluency to end-of-year reading comprehension: understanding individual differences at the student, classroom, school, and district levels Reading and Writing. 1-20. DOI: 10.1007/S11145-013-9455-2 |
0.517 |
|
| 2012 |
Foorman BR, Petscher Y, Bishop MD. The incremental variance of morphological knowledge to reading comprehension in grades 3-10 beyond prior reading comprehension, spelling, and text reading efficiency Learning and Individual Differences. 22: 792-798. DOI: 10.1016/J.Lindif.2012.07.009 |
0.553 |
|
| 2011 |
Petscher Y, Kim YS, Foorman BR. The Importance of Predictive Power in Early Screening Assessments: Implications for Placement in the Response to Intervention Framework. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 36: 158-166. PMID 26346970 DOI: 10.1177/1534508410396698 |
0.442 |
|
| 2011 |
Wagner RK, Puranik CS, Foorman B, Foster E, Wilson LG, Tschinkel E, Kantor PT. Modeling the development of written language. Reading and Writing. 24: 203-220. PMID 22228924 DOI: 10.1007/S11145-010-9266-7 |
0.396 |
|
| 2011 |
York MJ, Foorman BR, Santi KL, Francis DJ. Effects of technology enhancements and type of teacher support on assessing Spanish-speaking children's oral reading fluency in second grade Assessment For Effective Intervention. 37: 3-16. DOI: 10.1177/1534508411402983 |
0.512 |
|
| 2011 |
Foorman BR, Arndt EJ, Crawford EC. Important constructs in literacy learning across disciplines Topics in Language Disorders. 31: 73-83. DOI: 10.1097/Tld.0B013E31820A0B86 |
0.686 |
|
| 2010 |
Arndt EJ, Foorman BR. Second graders as spellers: What types of errors are they making? Assessment For Effective Intervention. 36: 57-67. DOI: 10.1177/1534508410380135 |
0.676 |
|
| 2010 |
Foorman BR, Petscher Y. Development of spelling and differential relations to text Reading in Grades 3-12 Assessment For Effective Intervention. 36: 7-20. DOI: 10.1177/1534508410379844 |
0.543 |
|
| 2010 |
Foorman BR, Petscher Y, Lefsky EB, Toste JR. Reading First in Florida: Five years of improvement Journal of Literacy Research. 42: 71-93. DOI: 10.1080/10862960903583202 |
0.524 |
|
| 2010 |
Kim YS, Petscher Y, Schatschneider C, Foorman B. Does Growth Rate in Oral Reading Fluency Matter in Predicting Reading Comprehension Achievement? Journal of Educational Psychology. 102: 652-667. DOI: 10.1037/A0019643 |
0.484 |
|
| 2010 |
Branum-Martin L, Foorman BR, Francis DJ, Mehta PD. Contextual Effects of Bilingual Programs on Beginning Reading Journal of Educational Psychology. 102: 341-355. DOI: 10.1037/A0019053 |
0.423 |
|
| 2010 |
Kim YS, Petscher Y, Foorman BR, Zhou C. The Contributions of Phonological Awareness and Letter-Name Knowledge to Letter-Sound Acquisition-A Cross-Classified Multilevel Model Approach Journal of Educational Psychology. 102: 313-326. DOI: 10.1037/A0018449 |
0.387 |
|
| 2009 |
Santi KL, York M, Foorman BR, Francis DJ. The timing of early reading assessment in kindergarten Learning Disability Quarterly. 32: 217-227. DOI: 10.2307/27740374 |
0.447 |
|
| 2009 |
Branum-Martin L, Mehta PD, Francis DJ, Foorman BR, Cirino PT, Miller JF, Iglesias A. Pictures and Words: Spanish and English Vocabulary in Classrooms Journal of Educational Psychology. 101: 897-911. DOI: 10.1037/A0015817 |
0.509 |
|
| 2008 |
Francis DJ, Santi KL, Barr C, Fletcher JM, Varisco A, Foorman BR. Form effects on the estimation of students' oral reading fluency using DIBELS. Journal of School Psychology. 46: 315-42. PMID 19083362 DOI: 10.1016/J.Jsp.2007.06.003 |
0.439 |
|
| 2008 |
Foorman BR, York M, Santi KL, Francis D. Contextual effects on predicting risk for reading difficulties in first and second grade Reading and Writing. 21: 371-394. DOI: 10.1007/S11145-007-9079-5 |
0.483 |
|
| 2007 |
Foorman BR. Primary Prevention in Classroom Reading Instruction Teaching Exceptional Children. 39: 24-30. DOI: 10.1177/004005990703900504 |
0.529 |
|
| 2007 |
Cirino PT, Pollard-Durodola SD, Foorman BR, Carlson CD, Francis DJ. Teacher characteristics, classroom instruction, and student literacy and language outcomes in bilingual kindergartners Elementary School Journal. 107: 341-364. DOI: 10.1086/516668 |
0.536 |
|
| 2006 |
Pavol M, Hiscock M, Massman P, Moore B, Foorman B, Meyers C. Neuropsychological function in adults with Von Recklinghausen's neurofibromatosis Developmental Neuropsychology. 29: 509-526. PMID 16671865 DOI: 10.1207/S15326942Dn2903_8 |
0.326 |
|
| 2006 |
Landi N, Perfetti CA, Bolger DJ, Dunlap S, Foorman BR. The role of discourse context in developing word form representations: a paradoxical relation between reading and learning. Journal of Experimental Child Psychology. 94: 114-33. PMID 16600285 DOI: 10.1016/J.Jecp.2005.12.004 |
0.449 |
|
| 2006 |
Foorman BR, Nixon SM. The influence of public policy on reading research and practice Topics in Language Disorders. 26: 157-171. DOI: 10.1097/00011363-200604000-00007 |
0.39 |
|
| 2006 |
Saunders WM, Foorman BR, Carlson CD. Is a separate block of time for oral English language development in programs for English learners needed? Elementary School Journal. 107: 181-198. DOI: 10.1086/510654 |
0.484 |
|
| 2006 |
Foorman BR, Schatschneider C, Eakin MN, Fletcher JM, Moats LC, Francis DJ. The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools Contemporary Educational Psychology. 31: 1-29. DOI: 10.1016/J.Cedpsych.2004.11.003 |
0.483 |
|
| 2006 |
Moats L, Foorman B, Taylor P. How Quality of Writing Instruction Impacts High-risk Fourth Graders’ Writing Reading and Writing. 19: 363-391. DOI: 10.1007/S11145-005-4944-6 |
0.498 |
|
| 2005 |
Foorman BR, Ciancio DJ. Screening for secondary intervention: concept and context. Journal of Learning Disabilities. 38: 494-9. PMID 16392690 DOI: 10.1177/00222194050380060401 |
0.461 |
|
| 2005 |
Mehta PD, Foorman BR, Branum-Martin L, Taylor WP. Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4 Scientific Studies of Reading. 9: 85-116. DOI: 10.1207/S1532799Xssr0902_1 |
0.528 |
|
| 2004 |
Foorman BR, Francis DJ, Davidson KC, Harm MW, Griffin J. Variability in text features in six grade 1 basal reading programs Scientific Studies of Reading. 8: 167-197. DOI: 10.1207/S1532799Xssr0802_4 |
0.393 |
|
| 2004 |
Foorman BR, Moats LC. Conditions for Sustaining Research-Based Practices in Early Reading Instruction Remedial and Special Education. 25: 51-60. DOI: 10.1177/07419325040250010601 |
0.423 |
|
| 2004 |
Schatschneider C, Fletcher JM, Francis DJ, Carlson CD, Foorman BR. Kindergarten prediction of reading skills: A longitudinal comparative analysis Journal of Educational Psychology. 96: 265-282. DOI: 10.1037/0022-0663.96.2.265 |
0.446 |
|
| 2003 |
Foorman BR, Breier JI, Fletcher JM. Interventions aimed at improving reading success: an evidence-based approach. Developmental Neuropsychology. 24: 613-39. PMID 14561564 DOI: 10.1080/87565641.2003.9651913 |
0.48 |
|
| 2003 |
Papanicolaou AC, Simos PG, Breier JI, Fletcher JM, Foorman BR, Francis D, Castillo EM, Davis RN. Brain mechanisms for reading in children with and without dyslexia: a review of studies of normal development and plasticity. Developmental Neuropsychology. 24: 593-612. PMID 14561563 DOI: 10.1080/87565641.2003.9651912 |
0.363 |
|
| 2003 |
Denton CA, Foorman BR, Mathes PG. Perspective: Schools That “Beat the Odds” Remedial and Special Education. 24: 258-261. DOI: 10.1177/07419325030240050101 |
0.382 |
|
| 2003 |
Foorman BR, Chen DT, Carlson C, Moats L, Francis DJ, Fletcher JM. The necessity of the alphabetic principle to phonemic awareness instruction Reading and Writing. 16: 289-324. DOI: 10.1023/A:1023671702188 |
0.477 |
|
| 2003 |
Moats LC, Foorman BR. Measuring Teachers' Content Knowledge of Language and Reading Annals of Dyslexia. 53: 23-45. DOI: 10.1007/S11881-003-0003-7 |
0.473 |
|
| 2003 |
Denton CA, Foorman BR, Mathes PG. Perspective: Schools That "Beat the Odds": Implications for Reading Instruction Remedial and Special Education. 24: 258-261. |
0.394 |
|
| 2002 |
Schatschneider C, Carlson CD, Francis DJ, Foorman BR, Fletcher JM. Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis. Journal of Learning Disabilities. 35: 245-56. PMID 15493321 DOI: 10.1177/002221940203500306 |
0.396 |
|
| 2002 |
Foorman BR, Anthony J, Seals L, Mouzaki A. Language development and emergent literacy in preschool. Seminars in Pediatric Neurology. 9: 173-84. PMID 12350038 DOI: 10.1053/Spen.2002.35497 |
0.48 |
|
| 2002 |
Breier JI, Gray LC, Fletcher JM, Foorman B, Klaas P. Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder. Journal of Experimental Child Psychology. 82: 226-50. PMID 12093108 DOI: 10.1016/S0022-0965(02)00005-X |
0.308 |
|
| 2002 |
Simos PG, Fletcher JM, Foorman BR, Francis DJ, Castillo EM, Davis RN, Fitzgerald M, Mathes PG, Denton C, Papanicolaou AC. Brain activation profiles during the early stages of reading acquisition. Journal of Child Neurology. 17: 159-63. PMID 12026228 DOI: 10.1177/088307380201700301 |
0.402 |
|
| 2002 |
Simos PG, Fletcher JM, Bergman E, Breier JI, Foorman BR, Castillo EM, Davis RN, Fitzgerald M, Papanicolaou AC. Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology. 58: 1203-13. PMID 11971088 DOI: 10.1212/Wnl.58.8.1203 |
0.386 |
|
| 2002 |
Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How should reading be taught? Scientific American. 286: 84-91. PMID 11857904 DOI: 10.1038/Scientificamerican0302-84 |
0.45 |
|
| 2002 |
Simos PG, Breier JI, Fletcher JM, Foorman BR, Castillo EM, Papanicolaou AC. Brain mechanisms for reading words and pseudowords: an integrated approach. Cerebral Cortex (New York, N.Y. : 1991). 12: 297-305. PMID 11839603 DOI: 10.1093/Cercor/12.3.297 |
0.405 |
|
| 2002 |
O'Malley KJ, Francis DJ, Foorman BR, Fletcher JM, Swank PR. Growth in Precursor and Reading-Related Skills: Do Low-Achieving and IQ-Discrepant Readers Develop Differently? Learning Disabilities Research and Practice. 17: 19-34. DOI: 10.1111/1540-5826.00029 |
0.471 |
|
| 2002 |
Fletcher JM, Foorman BR, Boudousquie A, Barnes MA, Schatschneider C, Francis DJ. Assessment of reading and learning disabilities a research-based intervention-oriented approach Journal of School Psychology. 40: 27-63. DOI: 10.1016/S0022-4405(01)00093-0 |
0.404 |
|
| 2001 |
Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How Psychological Science Informs the Teaching of Reading. Psychological Science in the Public Interest : a Journal of the American Psychological Society. 2: 31-74. PMID 26151366 DOI: 10.1111/1529-1006.00004 |
0.521 |
|
| 2001 |
Rayner K, Foorman BR, Perfetti CA, Pesetsky D, Seidenberg MS. How psychological science informs the teaching of reading. Psychological Science. 2: 31-74. PMID 11878018 |
0.431 |
|
| 2001 |
Simos PG, Breier JI, Fletcher JM, Foorman BR, Mouzaki A, Papanicolaou AC. Age-related changes in regional brain activation during phonological decoding and printed word recognition. Developmental Neuropsychology. 19: 191-210. PMID 11530975 DOI: 10.1207/S15326942Dn1902_4 |
0.331 |
|
| 2001 |
Neuhaus G, Foorman BR, Francis DJ, Carlson CD. Measures of information processing in rapid automatized naming (RAN) and their relation to reading. Journal of Experimental Child Psychology. 78: 359-73. PMID 11243694 DOI: 10.1006/Jecp.2000.2576 |
0.461 |
|
| 2001 |
Foorman BR, Torgesen J. Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children Learning Disabilities Research and Practice. 16: 203-212. DOI: 10.1111/0938-8982.00020 |
0.491 |
|
| 1998 |
Iovino I, Fletcher JM, Breitmeyer BG, Foorman BR. Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: are they differentially effective? Journal of Clinical and Experimental Neuropsychology. 20: 791-806. PMID 10484691 DOI: 10.1076/Jcen.20.6.791.1113 |
0.386 |
|
| 1998 |
Foorman BR, Fletcher JM, Francis DJ, Schatschneider C, Mehta P. The Role of Instruction in Learning to Read: Preventing Reading Failure in At-Risk Children Journal of Educational Psychology. 90: 37-55. DOI: 10.1037/0022-0663.90.1.37 |
0.423 |
|
| 1997 |
Foorman BR, Francis DJ, Winikates D, Mehta P, Schatschneider C, Fletcher JM. Early Interventions for Children With Reading Disabilities Scientific Studies of Reading. 1: 255-276. DOI: 10.1207/S1532799Xssr0103_5 |
0.479 |
|
| 1997 |
Moats LC, Foorman BR. Introduction to Special issue of SSR: Components of Effective Reading Instruction Scientific Studies of Reading. 1: 187-189. DOI: 10.1207/S1532799Xssr0103_1 |
0.362 |
|
| 1997 |
Post YV, Foorman BR, Hiscock M. Speech perception and speech production as indicators of reading difficulty Annals of Dyslexia. 47: 3-27. DOI: 10.1007/S11881-997-0018-6 |
0.451 |
|
| 1996 |
Foorman BR, Francis DJ, Fletcher JM. Relation of Phonological and Orthographic Processing to Early Reading: Comparing Two Approaches to Regression-Based, Reading-Level-Match Designs Journal of Educational Psychology. 88: 639-652. DOI: 10.1037/0022-0663.88.4.639 |
0.393 |
|
| 1994 |
Foorman BR. The relevance of a connectionist model of reading for "The great debate" Educational Psychology Review. 6: 25-47. DOI: 10.1007/Bf02209023 |
0.368 |
|
| 1994 |
Foorman BR, Francis DJ. Exploring connections among reading, spelling, and phonemic segmentation during first grade Reading and Writing. 6: 65-91. DOI: 10.1007/Bf01027278 |
0.457 |
|
| 1993 |
Foorman BR, Jenkins L, Francis DJ. Links among segmenting, spelling, and reading words in first and second Grades Reading and Writing. 5: 1-15. DOI: 10.1007/Bf01026915 |
0.43 |
|
| 1992 |
Haskell DW, Foorman BR, Swank PR. Effects of Three Orthographic/Phonological Units on First-Grade Reading Remedial and Special Education. 13: 40-49. DOI: 10.1177/074193259201300207 |
0.495 |
|
| 1991 |
Foorman BR, Francis DJ, Novy DM, Liberman D. How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling Journal of Educational Psychology. 83: 456-469. DOI: 10.1037/0022-0663.83.4.456 |
0.458 |
|
| 1991 |
Foorman BR. Adult literacy/child literacy: One world or worlds apart? Linguistics and Education. 3: 103-108. DOI: 10.1016/0898-5898(91)90001-Y |
0.345 |
|
| 1991 |
Foorman BR, Francis DJ, Novy DM, Liberman D. How Letter-Sound Instruction Mediates Progress in First-Grade Reading and Spelling Journal of Educational Psychology. 83: 456-469. |
0.354 |
|
| 1989 |
Foorman BR, Liberman D. Visual and phonological processing of words: a comparison of good and poor readers Journal of Learning Disabilities. 22: 349-355. PMID 2738468 |
0.334 |
|
| 1989 |
Foorman BR. What's Specific About Specific Reading Disability Journal of Learning Disabilities. 22: 332-333. DOI: 10.1177/002221948902200602 |
0.342 |
|
| 1989 |
Ghatala ES, Levin JR, Foorman BR, Pressley M. Improving children's regulation of their reading PREP time Contemporary Educational Psychology. 14: 49-66. DOI: 10.1016/0361-476X(89)90005-2 |
0.304 |
|
| 1984 |
Foorman BR. The case for a developmental pragmatics approach to assessing language proficiency Communication Education. 33: 243-250. DOI: 10.1080/03634528409384748 |
0.404 |
|
| 1981 |
Foorman BR, Arias-Godinez B, Gonzalez JY. Language and Cognition: English- and Spanish-Speaking Children's Performance on Perceptual and Communication Tasks Journal of Cross-Cultural Psychology. 12: 304-326. DOI: 10.1177/0022022181123004 |
0.42 |
|
| 1980 |
Foorman BR. Language development in the K‐3 classroom: Using the referential communication paradigm Psychology in the Schools. 17: 278-283. DOI: 10.1002/1520-6807(198004)17:2<278::Aid-Pits2310170222>3.0.Co;2-M |
0.409 |
|
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