Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling.
In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.
"This text should be required reading in all graduate level foundations of literacy instruction courses. As literacy educators learn about the great debates in reading, it is so important to learn how the whole language movement began. This text helps readers to understand how whole language was formed and the disciplines it borrows from to create a richer understanding of literacy as a whole." - Tiffany A. Flowers, Georgia Perimeter College, Education Review, January 2016
Dedication and Acknowledgements
Part I: Who We Are and What We Do
Roots: A perspective on our work
I Didn’t Found Whole Language, Kenneth Goodman (1992)
Sixty Years of Language Arts Education: Looking Back in Order to Look Forward, Yetta Goodman (2011)
Part II: What We Believe: Our Paradigm
To the reader
Miscue analysis as scientific realism, Kenneth Goodman (2008)
Reading, Writing and Written Texts: A Transactional Sociopsycholinguistic View, Kenneth Goodman (1994)
Learning to Read: A comprehensive model, Kenneth Goodman and Yetta Goodman (2011)
A Process of Reading in Non-Alphabetic Languages: An Introduction, Kenneth Goodman (2012)
Vygotsky in a whole language perspective, Yetta Goodman and Kenneth Goodman (1990)
Reading: A Psycholinguistic Guessing Game, Kenneth Goodman (1967)
Part III: How We Learned what we Know and Believe: Research
To the reader
To Err Is Human: Learning About Language Processes by Analyzing Miscues, Yetta Goodman and Kenneth Goodman (1994)
“I Hate ‘postrophe s”: Issues of Dialect and Reading Proficiency, Yetta Goodman and Debra Goodman (1997)
Research: Three studies from our miscue data base
Study: Word omissions: Deliberate and non-deliberate, Kenneth Goodman and Frederick Gollasch (1980)
Study: On the Wording of Texts: A Study of Intra-text Word Frequency, Kenneth Goodman and Lois Bridges (Bird) (1984)
Study: Determiners in reading: Miscues on a few little words, Kenneth Goodman (1983)
I Never Read Such a Long Story Before, Yetta Goodman (1974)
Spelling Ability of a Self-taught Reader, Yetta Goodman and Kenneth Goodman (1963)
Part IV: Applications to the world of teaching and learning: Pedagogy
To the Reader
Revaluing Readers and Reading, Kenneth Goodman (1982)
Kidwatching: Observing Children in the Classroom, Yetta Goodman (1985)
Retrospective Miscue Analysis: Illuminating the Voice of the Reader, Yetta Goodman (1999)
Eager young readers, a well constructed text, and an insightful teacher, Yetta Goodman and Wendy Goodman (2011)
Multiple Roads to Literacy, Yetta Goodman (1997)
Part V: Commitment, Passion and Politics
To the reader
The Culture of the Culturally Deprived, Yetta Goodman (1971)
Language Difference and the Ethnocentric Researchers, Kenneth Goodman (1969)
DIBELS:The Perfect Literacy Test, Kenneth Goodman (2005)
A Declaration of Professional Conscience for Teachers, Kenneth Goodman (1981)
Afterword: Yet to come… We should live so long!
The World Library of Educationalists celebrates the important contributions to education made by leading experts in their individual fields of study. Each scholar has compiled a career-long collection of what they consider to be their finest pieces: extracts from books, journals, articles, major theoretical and practical contributions, and salient research findings.
For the first time ever the work of each contributor is presented in a single volume so readers can follow the themes and progress of their work and identify the contributions made to, and the development of, the fields themselves.
The distinguished careers of the selected experts span at least two decades and include Richard Aldrich, Stephen J. Ball, Elliot W. Eisner, John Elliott, Howard Gardner, John Gilbert, Ivor F. Goodson, David Hargreaves, David Labaree and E.C. Wragg.
Each book in the series features a specially written introduction by the contributor giving an overview of their career, contextualizing their selection within the development of the field, and showing how their own thinking developed over time.