DOCUMENT RESUME CS 013 788 ED 436 736 Estice, Rose Mary AUTHOR Using Patterns of Responding to "Follow the Child." TITLE Reading Recovery Council of North America, Columbus, OH. INSTITUTION 1997-00-00 PUB DATE 7p.; This article appears in ED 435 969. NOTE Journal Articles (080) Teacher (052) Classroom Guides PUB TYPE Running Record; v9 n2 p1,6-7,12-13 Spr 1997 JOURNAL CIT MF01/PC01 Plus Postage. EDRS PRICE Classroom Techniques; Data Collection; *Early Intervention; DESCRIPTORS Instructional Effectiveness; *Observation; Primary Education; *Reading Difficulties; *Reading Instruction; *Student Needs; *Teacher Role *Reading Recovery Projects IDENTIFIERS ABSTRACT Reading Recovery teachers can determine the child's literacy performance by using patterns of responding, that is, what the child mostly does in reading and writing. The child's performance informs the teaching, and close observation is the key to being able to "follow the child." Observation is central to the idea of following the child. "Following the child" means observing what the child can do, determining what the child needs to learn to do, and providing appropriate learning opportunities. Reading Recovery teachers look for patterns of responding across the lesson to inform their teaching. Running records taken during a lesson provide examples of patterns of responses that inform teaching priorities, in particular the child's processing problems. Detailed analysis of two running records illustrates the process the teacher may go through to determine what the child can do and needs to learn to do: summarize the running record; look for patterns of responding; and provide learning opportunities that will move the child forward in the reading process. Contains 2 running records. (RS) Reproductions supplied by EDRS are the best that can be made from the original document. Using Patterns of Responding to "Follow the Child." by Rose Mary Estice AVAILABLE BEST COPY U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) ET/ This document has been reproduced as ) received from the person or organization s c c (., originating it. f 00 Minor changes have been made to 00 improve reproduction quality. TO THE EDUCATIONAL RESOURCES Crn r... 0 Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. CI) .__..' Running \IV \N \/ \I V \i Record READING A Review of Theory and Practice for RECOVERY' Reading Recovery Teachers COUNCIL Spring 1997 Volume 9 No. 2 OP NORTH AMERICA In This Issue Using Patterns of Responding to ... Using Patterns of Responding to "Follow the Child" "Follow the Child" 1 Rose Mary Estice, Clinical Trainer of Teacher Leaders Teaching and Learning: Our The Ohio State University Experience in Reading Recovery 2 Editor's Corner "With problem readers it is not 3 Reading Recovery, an individualized pro- enough for the teacher to have rapport, to gram which builds on the child's specific INTERNATIONAL EXPERIENCES generate interesting tasks and generally to strengths. However, teachers need to have A Taste of Japanese Hospitality 8 be a good teacher. The teacher must be a clear understanding of what "following Making Connections across able to design a superbly sequenced pro- the child" means. the Pond 8 gramme determined by the child's perfor- For example, "following the child" is Manejando, iVolando! en el mance, and to make highly skilled deci- not following the child to ineffective autopista de Sacramento... sions moment by moment during the les- 11 responses. If the child's only attempt at son" (Clay, 1993b, p. 9). unknown words is to sound them out or to A Change of Course 14 Reading Recovery teachers can deter- skip their', the teacher would not ignore Volunteers for Reading 14 mine, "the child's literacy performance," by these ineffective behaviors; rather, she using patterns of responding, that is, what would provide the child with alternative Descubriendo La Lectura the child mostly does in reading and writ- behaviors. "Following the child" does not in California 15 ing. The child's performance informs the mean following him/her to a dead end. If What Does Learning to Tap Dance teaching, and close observation is the key the child generates only short, safe stories. Have in Common with Reading to being able to "follow the child." learning opportunities are very limited. Recovery? 16 In Reading Recovery training classes, Instead, the teacher would assist in extend- continuing contact sessions. and other pro- ing the original story or engaging the child Salad Days 17 fessional development opportunities, teach- in genuine conversations that results in ers often talk of "following the child." North American more interesting and complex stories. Certainly that concept is appropriate in Leadership Academy 17 continued on page 6 The Last Word 20 The Running Record Submission of articles, teaching anecdotes, and poetry are welcome; all submissions will go through a review process. Please enclose a self- addressed, stamped envelope for cor- respondence. Send submissions to: Judith C. Neal. Editor The Running Record California State University. Fresno School of Education & Human Development 5005 N. Maple Fresno. CA 93740 FAX (209) 278-0376 Email [email protected] Reprinting of The Running Record is permitted for official use by Reading Recovery training sites in the execution of their Reading Recovery duties. Reprinting for any other purpose is prohibited without written permission of the Reading Recovery \.Council of North America. 3 ,Page 6 The Running Record N-V.N1 Spring 1997 Using Patterns of Responding to "Follow the Child" continued from front page' Similarly, "following the child" does Observing and using patterns of recording. and teaching. and the child not mean allowing unlimited free choice in responding learning. and independently problem -solv- selecting familiar books to read. If the ing (see figure below). Patterns of responding are simply child continues to choose books that are so what the child mostly does. Priorities in Observing (T) easy he/she doesn't have to look at the teaching need to impact the child's current print, or those that are not familiar enough way of responding. what he/she usually to provide opportunities to read fluently does at difficulty or at error. It is not help- with phrasing. the teacher would remove ful to teach to what happens only occa- Inde those books from the ones to be selected. sionally or to what is under control with Prob an The teacher would provide choices by (C) occasional lapse. It is not helpful to talk carefully pre-selecting those books that only about self-corrections. To really make A best provide practice for orchestrating the a difference in a child's problem-solving. range of strategies the child controls and the teacher will attend to the major pat- then allow the child to choose from those. terns of responding, not to the exceptions. Lear In "following the child?' the Reading In addition, the teacher will attend to the (C) Recovery teacher thinks beyond the word child's processing and not just to helping or book to be read or the story to be writ- the child get the word right. ten. The teacher will make decisions based The teacher will look for patterns of on the child's current ways of responding responding across the lesson to inform her T = Teacher C = Child and provide opportunities for this child to teaching. Here, I will use running records learn. The teacher observes the child reading to explore the concept in some depth. since The Role of Observation and writing, and she records the child's it is in the running records that patterns of Observation is central to the idea of behavior on the lesson records. From these responding are most easily seen. Clay "following the child." One of the assump- recorded observations, the teacher deter- states that we can infer from the child's tions upon which Clay founded Reading mines her teaching priorities and teaches errors, self-corrections and comments Recovery is, ". . . that a programme for a for strategies. The child responds to the much of what he/she is attending to. The child having difficulty learning to read teaching and at first may inconsistently learning work is captured in a running should be based on a detailed observation apply the new learning but, given more record (Clay, 1993). of that child as a reader and a writer, with opportunities, the new problem-solving In order to see a pattern of respond- particular attention to what that child can behavior becomes independent; that is, the ing, every error and self-correction must do. The programme will work out of these child uses strategies to problem- solve be analyzed. A true picture of the child as strengths and not waste time teaching any- without prompts from the teacher. a reader is not possible without a complete thing already known" (Clay, 1993b, p. 7). Behaviors related to this shift in learn- analysis. After all the errors are analyzed. In other words, "following the child" ing are observed and recorded and the patterns of how the cues are used and means observing what the child can do, teacher again considers what the child can neglected can be determined. Additionally. determining what the child needs to learn do and what he/she needs to learn to do the teacher may notice patterns such as re- . to do, and providing appropriate learning next in order to determine subsequent reading to problem-solve, appealing for opportunities. teaching priorities. This diagram illustrates help, checking to confirm, and the moni- Clearly, recording observations on the essential process but is not intended to toring of errors without actually solving instructional records is critical. If the over-simplify what happens over time. The them. Such patterns of behavior, too, can teacher does not have good records of her process is not necessarily always in one inform the teaching. observations, it will be difficult to "follow direction; however, the diagram may be Clay suggests that the running record the child." Additionally, thorough analysis useful in supporting conversations about be checked to detect processing problems of the records is important. Careful think- shifts in teaching and learning. and other potential learning points (Clay ing about what the child is mostly doing, According to Clay, "What the teacher 1993b). The running records below pro- and neglecting to do, will enable the will do is set some priorities as to which vide examples of patterns of responses that teacher to make good decisions for teach- kinds of new learning she will attend to inform the teaching priorities, in particular -- ing on the run and for subsequent teaching. just one or two things--and let the other the child's processing problems. An on-going analysis of records is neces- behaviours that were incorrect go unat- What the child can do sary as shifts in learning are recorded; this tended at this time" (Clay, 1993b, p.15). Nicholas. the reader of One Sock. Two leads to shifts in teaching, since the How does the teacher use all of her obser- Socks (Running Record #1) can sometimes teacher must always ask herself, "What vations to come up with just a few priori- make all the cues match and sometimes next does this child need to learn?" The ties? The answer to that question may be search for further visual information to on-going process that leads to shifts in found in the title, "Using Patterns of self-correct after using some visual infor- both teaching and learning over time might Responding to 'Follow the Child."' mation in the first attempt. He can monitor be viewed as the teacher observing, continued on next page) NNN 7 Spring 1997 page The Running Record continued from previous page have been long established, but it is appar- the cues match (msv) Some making ent from Nicholas' reading behavior that Some searching further visual infor- many of his errors and often attempts an this pattern needs to be established or re- unknown word by sounding the initial let- mation to self correct established now. The teacher will need to Neglecting meaning and structure at ter. (Nicholas also cross-checked on cues select the clearest, easiest, most memo- once and corrected both an insertion and difficulty. rable examples with which to establish the an omission. These behaviors indicate Pattern of Responding new response (Clay, 1993b). In this case, Nicholas consistently articulated the low-level kinds of processing that are the new response is thinking about the first sound of unknown words and waited essentially under control, infrequent, and for tolds: seven/nine errors were tolds. self-reinforcing for the child; there is no story and re-reading at point of difficulty. Learning Opportunities Nicholas must initiate searching for cues need to attend to them or even to note The processing problem here is of and use more than a single source of infor- them.) What the child needs to learn to do great concern because Nicholas is not mation. "Children who fail to search also fail to learn how to use cues effectively often initiating problem-solving beyond Nicholas needs to initiate problem- and do not develop error-correction tech- articulating the sound of the first letter of solving beyond sounding the first letter niques" (Clay, 1991, p. 299). the unknown word. The roles of the when he comes to difficulty rather than After the running record, Nicholas' teacher and the child are clear. "I'll just try waiting for a told. Specifically, he needs to teacher can focus on searching for cues at the first letter and then the teacher will learn to think about the story and re-read help me." When writing about early read- point of difficulty in order to address this in order to search for meaning and struc- ing behaviors, Clay stresses that the child child's processing problem; it will be ture cues. (Nicholas also needs to use important to select powerful examples. must initiate reading work: "Be careful more than the initial letter to problem- Page 12 seems to be a good place to return not to establish a pattern where the child solve increasingly complex text; however, to because the picture supports the mean- waits for the teacher to do the work This the passive mode of waiting for tolds is so ing and the child achieved a stretch of is the point at which the child must learn critical that full attention is needed to get a accurate reading up to the errors. While that he must work at difficulty, take some shift there first.) Analysis of errors and self-corrections the unknown words were told during the initiative, make some links. It is the gener- running record (the most neutral response al principle that needs to be established at The summary at the top of this run- on the teacher's part), the point to be made ning record contains the following infor- this time and it does not matter which after the running record is what to do the types of cues the child uses" (Clay, 1993b, mation: next time there is a tricky part. "What Mostly uses visual information, often p. 40). just the first letter The initiating of reading work should continued on page 12 Running Record #1 Accurate Reading ... One Sock, Two Socks Level 12 Pg 9 93% sc 1:3 4 Nicholas A' played I T and pulled pulled He Level 12 One Sock, Two Socks Pg 10 A I t- t- Pg 2 doing_ r- tired :T made him It - I Tim getting T for school was ready IA! 4 4 4 Accurate Reading Pg 3 car on the bed T pushed He his I J started Pg 4 v J._ ,/ Accurate Reading ... to play with his Then he stopped car toy \ Pg 11 Accurate Reading Pg 5 be time Soon - go to will T it I sc L Pg 6 4 did si Ni hurry like Tim didn't to to school I R sc Accurate Reading ... He put on pants blue his under sc Pg 12 4 4 the sc R R. It wasn't there He played car with his 1 a- Ni N, Pg J 7 4 Ni i He looked around T sock all No Tick - tock said the clock u- A V. N. sc mom He looked under. T bed his Hurry said mother his V V Pg 8 Accurate Reading sock No Accurate Reading Pg 13 5 AI Page 12 The Running Record V \ Spring 1997 (Using Patterns of Responding to "Follow the Child" continued from page 7 The child reading to himself knows or medial letters) after making all the cues word did I help you with on this page? Try when he is more or less correct because match in the initial attempt. 'one of the beautiful advantages of read- it again and if you get stuck, think about Analysis of errors and self-corrections ing sense is that it provides its own feed- what is happening in the story and start The summary at the top of this run- back' (Smith, 1978). One way to over." ning record contains the following infor- describe this independence is that the Prompting consistently for initiation mation: child has learned how to work out new of problem-solving on both the running Using all three cues and mostly mak- parts of messages for himself. He finds record books and the new books for the ing them match this activity rewarding. Once the child next few days will help Nicholas move learns to search for cues to a word the Neglecting final letters as visual cues. toward independent problem-solving. reinforcement lies within the reading Pattern of Responding "Every time you get stuck, don't just sit process, in the agreement he can achieve Consistently Brittany used all three between all those signals and messages and wait. Think about the story and quick- cues in an integrated way to read this text. in the code. He no longer needs as much ly go back to the beginning." She did not notice errors that fit all cues outside help to confirm whether his Teachers may be tempted to return to but were a mismatch visually in terms of response is right or wrong. The activity going/getting, started/stopped, or the final letters. of making all the cues fit, which is the played/pulled to try for self-correction. Learning Opportunities challenge of the task, and eliminating These examples represent good attempts To read increasingly complex any misfit, is rewarding to the child who text, up to the error and demonstrate that Brittany must learn to first monitor and succeeds. (Clay, 1991, p. 254). Nicholas can use more than the visual What the child can do then search for further visual information information. The priority, however, must Brittany can use all three cueing when errors fit all three cues. The process- be on the bigger pattern of not initiating sources and mostly makes them match. ing problem here is not the errors, but problem-solving beyond sounding the first She re-reads to self-correct, to confirm, neglecting to monitor the errors. The letter and not incorporating re-reading as a and after a told. She can make multiple teacher will think again about what would way to search for meaning and structure, attempts at difficulty. be the clearest, easiest, most memorable ways of processing that may hinder the What the child needs to learn to do example with which to establish this new child's progress. Brittany needs to learn to monitor response of monitoring. "Effective moni- The self-corrections were easy ones errors in which there are visual mismatch- toring is a highly skilled process construct- for Nicholas and illustrate the kinds of pro- es of final or medial letters. In order to ed over many years of reading. It begins cessing that are independent and thus self- self-correct errors, she needs to learn to early but must be continually adapted to reinforcing: search for further visual information (final continued on next page Running Record #2 Rosie At The Zoo Level 13 V V Ni Brittany 93% sc 1:5 walked up and down Rosie At the Zoo Level 13 ... Accurate Reading ... Pg 2 Accurate Reading ... Pg 5 Accurate Reading J J monkey did I dude i V R cried V Let's go and see the monkeys don't she said like j T I lions I ... Accurate Reading ... Pg 6 Accurate Reading Pg 3 \ We lifted Rosie up. too me too me V see V ... Pg 7 Accurate Reading 11_ monkeys said like Rosie I ... Pg 8 Accurate Reading lion. .1 Let's go and see the lions thing thifi lifted It up its trunk ... Accurate Reading Pg 4 WOOOOSH I T N We lifted Rosie up ... .j Accurate Reading She looked at the lion sorry wash NI N' But you did get a shower NNN Spring 1997 Page 13 The Running Record "Follow the Child" of Responding to Using Patterns re-reading to search, no self-correc- the precise correct response" (Clay, 1991, continued from previous page tion p. 343). challenges in texts" (Clay, re-reading, no searching (repeating encompass new Returning to the error see/like proba- 1993b, p. 41). original error after re-reading) bly would not help Brittany learn more Brittany needs to adapt her monitoring re-reading to confirm substitution is about problem-solving. This visual information no re-reading to problem-solve to incorporate more occasional lapse where- an example of an of words. The than just the beginnings problem-solve no re-reading needed to by cues were not cross-checked one probably clearest examples to return to taking words apart against another. Brittany has a strong pat- would not be monkey/monkeys and comments about processing. match so tern of making all three cues the lion/lions. The only difference between been cross-checking on cues in general has substitu- word in the text and the child's Finally, the "Learning Opportunities" superseded by better quality substitutions is likely that tion is the very last letter. It sections were included to illustrate the her (Clay, 1993b). Brittany self-corrected word ending. this child knows about s as a possible rationale for selecting (and not reinforced reading a few times and thus time She may read it accurately the next selecting) teaching points for these partic- before, her own processing. As mentioned made without even realizing she had ever ular running records. The teaching points teacher it is usually not necessary for the goal is independent they would an error. Since the are in the wrong order here, as to attend to such examples. problem-solving on increasingly difficult have been selected before any detailed deci- Analysis of processing for teacher think about learning text, the teacher will analysis was done. However, with hard sion-making opportunities to help Brittany reach that work and experience, it is amazing how The detailed analysis of the above two would goal. Returning to monkey and lion quickly teachers can select teaching points the running records is intended to illustrate about reading not help Brittany learn more which reflect the processing problems. through to process the teacher may go When analyzing the running record after complex text. determine what the child can do and If, on the other hand, the teacher the lesson, it is helpful to also think about needs to learn to do; returned to thing/trunk or sorry the teaching points and the prompts used summarize the running record; wash/shower by asking the child to, "Try rationales to return to them. In this way, look for patterns of responding; this page (or part of a page) again," and and the level of prompts can be considered will provide learning opportunities that then prompted for monitoring at a high and selecting future teaching points will in the reading move the child forward level, Brittany would be learning more become easier. process. about adapting her monitoring strategies. "The teacher has a general theory in A few notes of clarification seem to "Were you right? Try that again and think her head about children's responding. This child be in order. The sections "What the what would look right." The child would is a theory she should check against what child needs to can do," and, "What the slow down a bit and check the words in she is able to observe and infer from the learn to do," are examples of what the if Brittany terms of how they looked. Even individual child's responding, and which completes teacher may be thinking as she could not correct the error, it is important the she should be prepared to change if neglect- her analysis of cues used and cues noticing it. although reading to reinforce and encourage two are in conflict. So of ed and prepares to write the "Analysis Self-corrections will not occur if there is behaviours are only signals of the inner of Errors and Self-Corrections" at the top "Children no monitoring first. Clay states, control over reading that a child is devel- the running record. The "Analysis of monitor must be given the responsibility to oping, they are important signals which Errors and Self-Corrections" sections are their own text behaviour, guided by mean- teachers should notice and think about" provided as examples of the summaries at ing. This mainly involves pausing on the (Clay, 1991. p. 233). these the top of the running records for if expect- part of the teacher or parent as References emerging children. Notice that patterns are ing the child to solve the problem or Becoming Literate: The con- Clay. M. M. (1991). of here. It is not helpful to note every kind NH: prompting them to check" (Clay. 1991, p. struction of inner control.Portsmouth. cross-checking on error, self-correction, or Heinemann. 336). look for what cues (if applicable). Instead Clay. M. M. (1993). An observation survey of In addition, it may be helpful if the Portsmouth. the child mostly uses and mostly NH: early literacy achievement. teacher returned to the reading work of did neglectsthe patterns of responding. Heinemann. dude/don't. Here Brittany did monitor her Clay. M. M. 11993). Reading Recovery: A guide- The "Patterns of Responding" sec- reading when her first attempt fit all three book for teachers in training. Portsmouth. tions also illustrate patterns of behavior right. (She cues. but didn't look completely NH: Heinemann. that may support or hinder processing. Cowley. J. (19841. Rosie at the Ziw: Wellington. probably noticed do.) It would be impor- When analyzing running records note the New Zealand: P.D. Hasselberg, Government tant to praise the noticing as well as the presence or absence of: Printer. Department of Education Wellington. multiple attempts even though the error Toronto. Owens J. (1987). One Sock. Two Socks: monitoring was not self-corrected. In this way, the Canada: Gage Educational Publishing. appeals/tolds processing is being supported. "The Understanding Reading: 2nd Smith. F. t1978). re-reading before appeals/tolds Edition. New York, NY: Holt. Rinehart and teacher is more concerned to reinforce re-reading after colds Winston. how the child worked to get to the re-reading to search and self-correct response than whether the child arrived at ERIC U.S. Department of Education Office of Educational Research and Improvement (OERI) National Library of Education (NLE) Educational Resources Information Center (ERIC) REPRODUCTION RELEASE (Specific Document) I. DOCUMENT IDENTIFICATION: ofr-d- / n6_ c-te.1)19 Thg PCC Author(s): Publication Date: Corporate Source: 1997 /&' ring /ee..a_C9 /e- "e.O1 L/10./ OPAki-M4n-erica., II. REPRODUCTION RELEASE: the educational community, documents announced in the In order to disseminate as widely as possible timely and significant materials of interest to available to users In microfiche, reproduced paper copy. monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made (EDRS). Credit is given to the source of each document, and, t and electronic media, and sold through the ERIC Document Reproduction Service reproduction release is granted, one of the following notices is affixed to the document. of the following three options and sign at the bottom If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the page. The sample Widow shown beim wet be The sample sticker shown below wW be The sample sear shown below wia be affixed to ell Level 28 documeMis &axed toss Level 2A documents Waxed to ell Leval 1 documents PERMISSION TO REPRODUCE AND PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL IN MICROFICHE. AND IN ELECTRONIC MEDIA DISSEMINATE THIS MATERIAL HAS MICROFICHE ONLY HAS BEEN GRANTED BY FOR ERIC COLLECTION SUBSCRIBERS ONLY. BEEN GRANTED BY HAS BEEN GRANTED BY Cad TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) INFORMATION CENTER (ERIC) 2B 2A 1 Level 28 Level 2A Level 1 I Check here tor Level 28 Meese. plonking Cho* have tor Level 2A release. pannier) reproduction Cheat hare tar level 1 Meow permitting reproduction reproduction and duentlivelon h mictolidte Grey and esseirwiellon in microfiche and In electronic media and dissemination In miaveche or other ERIC archived tor ERIC archive collection subsalbers only electronic) and paPer copy nasals Documents eli be processed es Indicated provided reproduction quality pemkts. If pernession to reproduce Is granted. but no box Is checked, documents will be processed et Level 1. and disseminate this documenl I hereby grant to the Educational Resources Informabon Canter (ERIC) nonexdusive permission to reproduce or electronic media by persons other than ERIC employees and its system as indicated above. ReproductiOn from the ERIC microfiche reproduction by libraries and other service egandes contractors regulars permission from the copyriptf holder: Exception is made for norrptofit to satisfy information needs of educators in response to discrete inquiries. Printed NarrialPositionfIlis: birpeior Sign jeziAF,- Basse// exectdive #4e- here,-) qs-- FAX90719). IAN wAhr7,/, dr please Al° drny _E Z,V7M. gOi09_A edr: &PM etearnal5 OH Nda 4'3210 -i 64,9 III. DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE): If permission to reproduce is not granted to ERIC, or, if you wish ERIC to cite the availability of the document from another source, please provide the following information regarding the availability of the document. (ERIC will not announce a document unless it is publicly available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria are significantly more stringent for documents that cannot be made available through EDRS.) Publisher/Distributor. Address: Price: IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS HOLDER: If the right to grant this reproduction release is held by someone other than the addressee, please provide the appropriate name and address: Name: Address: V. WHERE TO SEND THIS FORM: Send this form to the following ERIC Clearinghouse: However, if solicited by the ERIC Facility, or if making an unsolicited contribution to ERIC, return this form (and the document being contributed) to: EFF-088 (Rev. 9/97)