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On Reading, by Ken Goodman
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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.
- Sales Rank: #184400 in Books
- Published on: 1996-03-18
- Released on: 1996-03-18
- Original language: English
- Number of items: 1
- Dimensions: 9.20" h x .39" w x 7.80" l, .81 pounds
- Binding: Paperback
- 152 pages
From School Library Journal
Ken Goodman's research on learners and language is well known to most educators. In this book, Goodman explores the nature of language and the science of reading. He does not discuss how children learn to read or how reading is taught. He is interested, instead, in the process of reading itself. Goodman emphasizes that reading involves deriving meaning from and making sense of a text. I was particularly caught up in chapter four, "How Proficient Reading Works." Here Goodman stresses that in reading, what you think you see is more important than what your eyes actually pick up. The reader, he says, continually monitors the sense of the text. And as the experiments cited show, efficient readers derive meaning using the least amount of time, energy, and visual input. Goodman's exploration of the nature of language will lead many librarians to think about their own experiences in working with children and the reading process. We need to understand what competent reading and writing is, and build on what children already know. While perhaps too theoretical for some, this book will make interesting reading for educators who need and want to find out more about what readers do when they read.?Marilee Green, Essexville-Hampton Schools, Essexville, MI
Copyright 1997 Reed Business Information, Inc.
Review
“Goodman gives you a common-sense look a the nature of language and shows what happens as students learn to read...This book makes the highly complex process of reading easy to understand by providing authentic examples.”–Learning
From the Back Cover
Understanding is a science. Ken Goodman's research isn't the laboratory rats-and-pigeon kind, however. He uses the miscues of real readers reading real texts to inform how about how language works and what strategies developing and fluent readers use. His purpose in this book is to examine that knowledge with teachers so they can understand more precisely what it is their students are learning to do and how best to help them. Goodman's sensible, straightforward look at how reading works as a process makes this book, like his earlier Phonics Phacts, a must for every teacher and interested parent.
Most helpful customer reviews
5 of 14 people found the following review helpful.
What is the Meaning of Sophistry, Paradox, and Illiteracy?
By Bruce Deitrick Price
"On Reading" might serve as a provocative introduction to language and linguistic theory for the college student or future teacher. Goodman is in love with his topic and always eager to explain each point so that everyone gets it.
There are, be warned, the descents into grad school blather, as when Goodman makes a careful distinction between effective and efficient reading; between comprehending and comprehension; and struts such pomposities as: "Understanding a language, oral or written, begins with understanding what people are trying to DO through language." Hmmm.
The larger problem is that the book's chief aim is to sell a world-view that lets the illogic of Whole Word appear logical. Goodman's case starts from Piaget's notion that we "construct" meaning. Piaget presumably meant "build," but the sophistical take is that he meant "invent." So the conclusion, you see, is that meaning is not real, is not out there in the world, but must be invented by each of us. Utter, in my opinion, nonsense.
Like Frank Smith, Ken Goodman loves to announce, over and over, this serene non-sequitur: "The sense you make of a text depends on the sense you bring to it....The meaning is never in the language."
Now, where do these pretty little paradoxes go? Try this: "Reading is not first of all about letters or words, but about meaning." Or: "Effective reading, then, is not accurate word recognition; it is getting to meaning." In Goodman's world, you can recognize words and still not know what they mean.
Here's where we end up. We can't decode to sound because sounds are not meaning. But we can't, it appears, truly decode to meaning either, because meaning is not in the words. Meaning is in the minds of the kids. So the best thing is to have all the children hang around in a kind of intellectual la-la land that will mean limited literacy (reading, writing, spelling) even in middle school. That la-la land is known by the name Whole Language.
At the end of the day, when ed school professors declare, "So you see, phonics doesn't work," what could a young teacher in training respond except, "Right! I get it, Whole Word all the way! Thank you, Professor Goodman."
Meanwhile, children taught to read with phonics (which Goodman dismisses as unworkable) routinely learn to read by the age of seven.
Reading Goodman, I constructed this meaning: when the cat of common sense is away, the sophistical mice will play.
5 of 12 people found the following review helpful.
No Balony
By erinpiperdane@uswest.net
The "school" System has a vested interest in the micro-management of learning (to read) and thus grossly mis-applies whatever reasonable thing that comes its way, including the work of Ken Goodman. All bureaucracies have this tendency of micro-management, a stark example of which is the monstrous abuse of Jesus' teachings by the early Catholic Church, for which many people have rejected Jesus' message and humane example, in favor of yet another bureaucratic system of "accounability", namely, metaphysical humanism/secularism.(I don't mean to be controversial; I wish only the very best for people of whatever metaphysical pursuasion). Ken Goodman shows the stable center-position of the nature of reading. But then, because of its pursuasive power, the "school" system uses it to gain tighter control of childrens' learning to read and adults' efforts to help them read. Micro-managing the learning of reading is only as potentially handicapping for the learner as the complexity and the number of the aspects of reading which are being micro-managed. Thus, micro-management of learning phonics (which is only minor one aspect of reading) naturally has less potential for being a handicap for children in learning to read than is the case when a number of aspects of reading are being micro-managed---especially if those aspects are of a high intellectual order. Ken Goodman's argument for whole (holistic) language should be read primary with an interest in what is true of reading, and only secondarily with an interest in the question of reading instruction. To do otherwise only produces absurdities on both sides of the insitutionalized-reading- instruction 'wars': those claiming to favor Goodman's work and who claim to be proponents of whole language, but who miss the real point that Goodman makes and who then grossly mis-apply his work; and those who, largely because of this mis-application and its clearly more horrible consequences, blaim Goodman for that mess and call his argument balony. Many people call themselves Christians too, but, as one bumper-sticker says, "Jesus loves you, but everybody else thinks you're an ______" I hope I don't come across to some people as ranting at them. I only want to make the matter as plain as possible and in a quiet, friendly manner. Unfortunately, to make some crucial points clear sometimes requires giving examples that happen to be emotionally charged for many people. I hope this review encourages everyone to read this book (and every book) by Kenneth Goodman, and that it helps them truly understand the real issue that he addresses. I also recommend the comparable works of Frank Smith, especially his Understanding Reading and The Book of Learning and Forgetting. I appreciate your consideration.
5 of 13 people found the following review helpful.
No Balony
By erinpiperdane@uswest.net
The "school" System has a vested interest in the micro-management of learning (to read) and thus grossly mis-applies whatever reasonable thing that comes its way, including the work of Ken Goodman. All bureaucracies have this tendency of micro-management, a stark example of which is the monstrous abuse of Jesus' teachings by the early Catholic Church, for which many people have rejected Jesus' message and humane example, in favor of yet another bureaucratic system of "accounability", namely, metaphysical humanism/secularism.(I don't mean to be controversial; I wish only the very best for people of whatever metaphysical pursuasion). Ken Goodman shows the stable center-position of the nature of reading. But then, because of its pursuasive power, the "school" system uses it to gain tighter control of childrens' learning to read and adults' efforts to help them read. Micro-managing the learning of reading is only as potentially handicapping for the learner as the complexity and the number of the aspects of reading which are being micro-managed. Thus, micro-management of learning phonics (which is only minor one aspect of reading) naturally has less potential for being a handicap for children in learning to read than is the case when a number of aspects of reading are being micro-managed---especially if those aspects are of a high intellectual order. Ken Goodman's argument for whole (holistic) language should be read primary with an interest in what is true of reading, and only secondarily with an interest in the question of reading instruction. To do otherwise only produces absurdities on both sides of the insitutionalized-reading- instruction 'wars': those claiming to favor Goodman's work and who claim to be proponents of whole language, but who miss the real point that Goodman makes and who then grossly mis-apply his work; and those who, largely because of this mis-application and its clearly more horrible consequences, blaim Goodman for that mess and call his argument balony. Many people call themselves Christians too, but, as one bumper-sticker says, "Jesus loves you, but everybody else thinks you're an ______" I hope I don't come across to some people as ranting at them. I only want to make the matter as plain as possible and in a quiet, friendly manner. Unfortunately, to make some crucial points clear sometimes requires giving examples that happen to be emotionally charged for many people. I hope this review encourages everyone to read this book (and every book) by Kenneth Goodman, and that it helps them truly understand the real issue that he addresses. I also recommend the comparable works of Frank Smith, especially his Understanding Reading and The Book of Learning and Forgetting. I appreciate your consideration.
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