On Reading / Edition 1 available in Paperback
Ken Goodman's view on reading is widely regarded as the most complete and articulated of any in the world, the basis for much contemporary reading research, theory, and instruction. Indeed, acceptance of Goodman's work is so widespread that his theories have become virtually institutionalized--even as they have prompted controversy. On Reading offers a complete explanation of the view that many people in and out of the education field have both accepted and denounced, often without fully understanding its sources and significance. At a time when the movement Goodman helped spawn--whole language theory--is under increasing attack, that explanation is both warranted and welcome. In a clear and engaging style, Goodman explains why he described the reading process as a "psycholinguistic guessing game." He argues that the object of that game is not to recognize letters and words, but to make sense of print: to construct meaning. Among the devices readers use to win that game are miscues, the unexpected responses in oral reading. Many teachers today recognize these "mistakes" as evidence that readers draw upon a wealth of data- graphophonic, syntactic, and semantic--to make sense of print, to predict what comes next, and to construct meaning. Goodman makes the highly complex process of reading easy to understand. He involves his readers in examining their own reading, and he provides real language examples from real children reading real texts--not research-designed controlled samples. In so doing, he proposes that written language is parallel to and equal with oral language and that it is learned in the same way--and for the same reasons--as oral language. Both defenders and detractors of Goodman's work acknowledge him as one of the most influential theorists of the twentieth century. On Reading will be of interest to anyone concerned about the state of education in the twenty-first century.
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 1.25(h) x 9.00(d)|
About the Author
Kenneth S. Goodman is Professor Emeritus, Language, Reading, and Culture, College of Education, University of Arizona, where he has spent a long professional life observing the reading process in active use. From his earliest miscue research published in 1965 to the most recent presentation of his understanding of the reading process in 1997, he has continued to fuel thought-provoking discussions of the nature of reading. His research has earned him major awards from NCTE, IRA, NRC, and NCRLL. An elected member of the Reading Hall of Fame, Goodman is a past president of IRA, NCRLL, and the Center for Expansion of Language and Thinking.
Table of Contents
What Is Reading?
What is Language?
How Language Works
How Proficient Reading Works
How Developing Reading Works
How Written Text Works
Learning and Teaching Reading and Writing
Most Helpful Customer Reviews
Goodman’s text bills itself as “a common-sense look at the nature of language and the science of reading,” and for the most part, this description is accurate. Using abundant examples of everyday literacy and the need to teach children to read for meaning (rather than word recognition), Goodman robustly supports his argument that children learn to read by grappling with authentic texts that matter to them. Decontextualized exercises and structured reading programs, he argues, are ineffective. As he states at the conclusion of the first chapter, however, this is a book about reading and comprehension—how we read, the processes involved in our efforts to construct meaning from text, and the importance of the knowledge that a reader brings to a text—and not about teaching reading. His argument is convincing and his explanations are helpful, but halfway through the book, his deep dive into the scientific terminology of reading (despite his best efforts to keep his language simple and accessible) becomes a bit tedious. In the end, the book’s primary value lies in its illustrative examples of miscue analysis (Goodman clearly shows that making mistakes is a vital part of the process of making meaning) and its strong support of the theory that we learn to read by reading.
Despite the vociferous opposition of the proponents of the 'Teach Your Child To Read In Ten Easy Lessons' methodology, the truth is that reading is complex and there is no one easy path. A nation of children taught using direct phonics instruction has learned to decode, but not to understand, what the printed word says. Ken Goodman speaks honestly and his work is based on good science--the kind of research that involves real children in real life. For those who want to understand what reading is about, rather than what decoding letters is about, this is the book to read