Ken Goodman and Frank Smith met for the first time in 1970, though they had each been studying and writing, separately, about the reading process for several years prior to that. They commemorated the occasion by collaborating on an article, On the Psycholinguistic Method of Teaching Reading which appeared soon after in The Elementary School…

The value of psycholinguistics lies in the insights it can give researchers and practitioners into the learning-to-read and reading processes. The term psycholinguistic" is meaningless when used in connection with fad reading kits and instructional materials. (NH)

Presents evidence from oral reading miscue research to support a psycholinguistic view of why omissions take place and how they reflect the reading process. Classifies word level omissions as deliberate and nondeliberate. (MKM)

Intended to help reading instructors better understand the nature of reading errors, this report carefully examines one type of error--word omissions. Following a review of research in the area of omissions, the report discusses in detail the omission patterns, in context, of a single reader, then summarizes four key points about omissions…

Psycholinguistic knowledge and techniques can be used as the basis for reading process research with a view to the development of a reading theory. The initial phase of such a study is reported, and reading behavior on a comprehensive basis is examined. The assumption upon which the research is based is that reading miscues are generated by the…

Intended for reading teachers and school administrators, this paper proposes a whole language, comprehension based approach to reading instruction that is rooted in the humanistic acceptance of the learner as problem solver and that builds on strengths and minimizes preoccupation with reading deficiency. Following an introduction and rationale for…

Encompassing his work in the psycholinguistics of reading, this book presents Kenneth Goodman's major papers focusing on miscue analysis, the theoretical model of the reading processes derived from it, and relevant research perspectives. Following an introduction to Goodman's works, the articles discuss the following topics: (1) the reading…

Valuable insights into the reading process can be gained by analyzing children's reading miscues and by encouring children to use their linguistic knowledge when reading. (JH)

Argues that reading, like speaking and writing, is an active language process in which readers display their sophistication as functional psychlinguists. While it is difficult to understand these active, underlying processes, authors advocate the use of oral reading as a data base. Presents a typology of miscues and demonstrates how they provide…

Argues that reading is a system of recoding, not decoding, progressing from a graphic code to an oral code. Maintains that the important aspect of reading lies in obtaining meaning, not in the recoding process. (RW)

Errors in reading and speaking are not the result of failure to comprehend or communicate. Rather, such errors are "miscues," which show the effects of psycholinguistic processes that have taken unexpected turns. The nature of these miscues reveals the underlying cognitive schema that guide a person's comprehension and verbalization. (Author/SJL)

This personal progress report, telling where the author is and where he thinks the field of reading is, is a response to both the "know-more movement" (based on an explosive seeking of greater knowledge of the reading process) and the "know-nothing movement" (a systems-oriented movement based on tightly structured arbitrarily…