Ken and Yetta Goodman are renowned and revered worldwide for their pioneering, influential work in the field of reading/literacy education. In this volume major literacy scholars from around the world pay tribute to their work and offer glimpses of what the future of literacy research and practice might be.
The book is structured around several themes related to research, practice, and theories of reading and literacy processes that characterize the Goodmans’ scholarship. Each chapter reveals how the author’s scholarship connects to one or both of the Goodmans’ work and projects that connection to the future – what are the implications for future research, theory, practice, and/or assessment? This milestone volume marking the hugely significant work of the Goodmans will be welcomed across the field of literacy education.
Table of Contents
Foreword, Carole Edelsky
1. The Goodman Legacy—Forty Years of Literacy Research, Pedagogy and Profundity, W. Dorsey Hammond
2. Towards a Sociopsychoneurolinguistic Model of Reading, Steven L. Strauss
3. All Language Understanding is a Psycholinguistic Guessing Game, T. G. Bever
4. The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading, Stephen Krashen
5. 21 Notes in Search of Growing Up an Author - Or Not, David Bloome and George Newell
6. Reading and Reigning: Theories of Learning to Read as Political Objects, Ray McDermott and Perry Gilmore
7. Coffee Cups, Frogs, and Lived Experience, Bertram C. Bruce
8. From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life, Brian Cambourne
9. Creating Curriculum, Jerome C. Harste and Kathy G. Short
10. Is "Coaching" A Dangerous Metaphor for Teaching and Reading Teacher Education?, James V. Hoffman and Gerald L. Duffy
11. Learning from Young Bilingual Children’s Explorations of Language and Literacy at Home, Iliana Reyes
12. The Sociopsychogenesis of Literacy & Biliteracy: How Goodman’s Transactional Theory of Reading Proficiency Impacts Biliteracy Development, Barbara M. Flores
13. Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility, Sharon Murphy
14. Miscue Analysis as a Tool for Advancing Literacy Policy and Practice, Bess Altwerger and Nancy Rankie Shelton
15. Perspectives on Assessment: Reflections On and Directions from Goodman, Robert J. Tierney
16. We’ve Always Considered Our Work Political, Patrick Shannon
17. An Endangered Species Act for Literacy Education, P. David Pearson
18. Essay Review: Revolutionary Reading, Henrietta Dombey
Patricia L. Anders is Professor, Department of Language, Reading and Culture, College of Education, University of Arizona.