Contents: D. Taylor, Foreword. Preface. Part I: The Study of Reading: From Data to Theory. Introd... more Contents: D. Taylor, Foreword. Preface. Part I: The Study of Reading: From Data to Theory. Introduction to Chapter 1. K.S. Goodman, Miscue Analysis As Scientific Realism. Introduction to Chapter 2. E.J. Paulson, K.S. Goodman, Re-Reading Eye-Movement Research: Support for Transactional Models of Reading. Part II: Socio-linguistic and Systemic Functional Linguistic Studies of Reading. Introduction to Chapter 3. P.H. Fries, The Role of Redundancy in Reading. Introduction to Chapter 4. A.G. Obregon, Reimagining Literacy Competence: A Socio-Psycholinguistic View of Reading in Aphasia. Part III: Studies of Beginning Reading. Introduction to Chapter 5. P. Duckett, Seeing the Story for the Words: The Eye Movements of Beginning Readers. Introduction to Chapter 6. A. Ebe, What Eye Movement and Miscue Analysis Reveals About the Reading Process of Young Bilinguals. Part IV: Studies of Reading in Non-Alphabetic Orthographies. A. Syllabic Orthograpy. Introduction to Chapter 7. K.S. Goodman, The R...
Retrospective Miscue Analysis (RMA) is one of the most powerful instructional strategies for help... more Retrospective Miscue Analysis (RMA) is one of the most powerful instructional strategies for helping readers. We share this case study of our work with Zachary to demonstrate the potential of RMA in bringing positive changes for struggling readers.It was January 1994. We had been working regularly with Zachary, age 9, since September in one-onone RMA sessions to help him discover his reading strengths. Our last session began like our first-using questions from the Burke Reading Interview (Goodman, Watson, & Burke, 2005). [T indicates one of the authors, interacting with Zachary (Z).]T: What do you do when you come to something you don't know?Z: Pronounce it out, put in a different word, and keep going . . .T: Are you a good reader?Z: Yes.T: Why?Z: I read better, I read fun books, and I enjoy books.Four months earlier, Zachary only named "sound it out" as a strategy he used when he came to something he didn't know. He said he was not a good reader because he couldn&...
Taylor and Francis Ltd CUS100506.sgm 10.1080/ Journal of Curri ulum Studies 0 00-0 00 (p i t)/000... more Taylor and Francis Ltd CUS100506.sgm 10.1080/ Journal of Curri ulum Studies 0 00-0 00 (p i t)/0000-0000 (online) Original Article 2 4 & Francis Ltd 002 04 For decades, together with his colleague and wife Yetta, Kenneth Goodman has been lionized and vilified by literacy educators and education decisionmakers on both sides of the Atlantic. It is unusual for scholars as careful and thorough to evoke such responses. However, literacy in general and literacy education in particular are highly political and contentious issues. Those who make connections, as Goodman does, between literacy activities in the classroom and the power of the individual in the wider literate society are entering hotly-contested ground. It is widely believed that a nation’s prosperity, well-being, and standing in the world are, in large part, the product of the level of literacy achieved by its citizens. When the countries on the Pacific Rim surged to economic success, just over a decade ago, we were told that t...
Literacy Research: Theory, Method, and Practice, 2020
Oral reading fluency is recognized as an important variable associated with the assessment of rea... more Oral reading fluency is recognized as an important variable associated with the assessment of reading proficiency. Frequently, fluency assessments distill a child’s overall reading fluency to a single numerical score. Even when multiple dimensions are considered, the processes informing the nuance of the reading fluency variations are ignored. In order to shed light on the issue, we use an instrumental case study approach to illuminate how a reader’s fluency varies within a passage. We describe the insight this variability provides to teachers and researchers interested in understanding how readers transact with print. Specifically, we apply a multiple lens approach to analyze one child’s oral reading fluency and address the question: What variables contribute to a reader’s fluency? We combine eye movement miscue analysis and Flurkey’s oral reading flow and compare these assessments to Rasinski’s well-established fluency instrument. This methodology led to the identification of six ...
Contents: D. Taylor, Foreword. Preface. Part I: The Study of Reading: From Data to Theory. Introd... more Contents: D. Taylor, Foreword. Preface. Part I: The Study of Reading: From Data to Theory. Introduction to Chapter 1. K.S. Goodman, Miscue Analysis As Scientific Realism. Introduction to Chapter 2. E.J. Paulson, K.S. Goodman, Re-Reading Eye-Movement Research: Support for Transactional Models of Reading. Part II: Socio-linguistic and Systemic Functional Linguistic Studies of Reading. Introduction to Chapter 3. P.H. Fries, The Role of Redundancy in Reading. Introduction to Chapter 4. A.G. Obregon, Reimagining Literacy Competence: A Socio-Psycholinguistic View of Reading in Aphasia. Part III: Studies of Beginning Reading. Introduction to Chapter 5. P. Duckett, Seeing the Story for the Words: The Eye Movements of Beginning Readers. Introduction to Chapter 6. A. Ebe, What Eye Movement and Miscue Analysis Reveals About the Reading Process of Young Bilinguals. Part IV: Studies of Reading in Non-Alphabetic Orthographies. A. Syllabic Orthograpy. Introduction to Chapter 7. K.S. Goodman, The R...
Retrospective Miscue Analysis (RMA) is one of the most powerful instructional strategies for help... more Retrospective Miscue Analysis (RMA) is one of the most powerful instructional strategies for helping readers. We share this case study of our work with Zachary to demonstrate the potential of RMA in bringing positive changes for struggling readers.It was January 1994. We had been working regularly with Zachary, age 9, since September in one-onone RMA sessions to help him discover his reading strengths. Our last session began like our first-using questions from the Burke Reading Interview (Goodman, Watson, & Burke, 2005). [T indicates one of the authors, interacting with Zachary (Z).]T: What do you do when you come to something you don't know?Z: Pronounce it out, put in a different word, and keep going . . .T: Are you a good reader?Z: Yes.T: Why?Z: I read better, I read fun books, and I enjoy books.Four months earlier, Zachary only named "sound it out" as a strategy he used when he came to something he didn't know. He said he was not a good reader because he couldn&...
Taylor and Francis Ltd CUS100506.sgm 10.1080/ Journal of Curri ulum Studies 0 00-0 00 (p i t)/000... more Taylor and Francis Ltd CUS100506.sgm 10.1080/ Journal of Curri ulum Studies 0 00-0 00 (p i t)/0000-0000 (online) Original Article 2 4 & Francis Ltd 002 04 For decades, together with his colleague and wife Yetta, Kenneth Goodman has been lionized and vilified by literacy educators and education decisionmakers on both sides of the Atlantic. It is unusual for scholars as careful and thorough to evoke such responses. However, literacy in general and literacy education in particular are highly political and contentious issues. Those who make connections, as Goodman does, between literacy activities in the classroom and the power of the individual in the wider literate society are entering hotly-contested ground. It is widely believed that a nation’s prosperity, well-being, and standing in the world are, in large part, the product of the level of literacy achieved by its citizens. When the countries on the Pacific Rim surged to economic success, just over a decade ago, we were told that t...
Literacy Research: Theory, Method, and Practice, 2020
Oral reading fluency is recognized as an important variable associated with the assessment of rea... more Oral reading fluency is recognized as an important variable associated with the assessment of reading proficiency. Frequently, fluency assessments distill a child’s overall reading fluency to a single numerical score. Even when multiple dimensions are considered, the processes informing the nuance of the reading fluency variations are ignored. In order to shed light on the issue, we use an instrumental case study approach to illuminate how a reader’s fluency varies within a passage. We describe the insight this variability provides to teachers and researchers interested in understanding how readers transact with print. Specifically, we apply a multiple lens approach to analyze one child’s oral reading fluency and address the question: What variables contribute to a reader’s fluency? We combine eye movement miscue analysis and Flurkey’s oral reading flow and compare these assessments to Rasinski’s well-established fluency instrument. This methodology led to the identification of six ...
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