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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. Foreword, Carole Edelsky Preface Acknowledgments 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 Contributors Patricia L. Anders is Professor, Department of Language, Reading and Culture, College of Education, University of Arizona.

The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors' coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers' knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

Framed in theories of social semiotics, this teacher research describes the implementation of a five‐month unit on student identity in an eighth‐grade reading/writing class for English learners. After learning about principles for multimodal design, students made their own digital podcasts in response to unit questions such as “Who am I?” and “Where do I come from?” The authors analyzed six students’ podcasts using a multimodal transcription chart, comparing these podcasts to students’ assignments throughout the unit and to student interviews about the podcasts. The authors’ analysis suggests that the podcasts promoted language development and enabled the students to simultaneously use multiple cultural and communicative resources in synergistic ways to express hybrid identities.

This article describes elaboration in \"literary letters\" (Atwell, 1984, 1987) written by developmental reading students. Nineteen community college students received instruction in \"elaborative thought patterns,\" or types of elaboration, to improve the quality of their responses to popular fiction. This instruction was part of a literature-based component intended to foster positive changes in comprehension and attitude toward reading. Data were derived from (a) letters analyzed according to a coding system, (b) questionnaires, (c) focus-group discussions, and (d) self-evaluations. Students demonstrated improvements in quality of elaboration; they also reported positive changes in comprehension, writing, literature discussions, self-efficacy, and attitude. (Contains 1 table.)

This article describes elaboration in \"literary letters\" (Atwell, 1984,1987) written by developmental reading students. Nineteen community college students received instruction in \"elaborative thought patterns,\" or types of elaboration, to improve the quality of their responses to popular fiction. This instruction was part of a literature-based component intended to foster positive changes in comprehension and attitude toward reading. Data were derived from (a) letters analyzed according to a coding system, (b) questionnaires, (c) focusgroup discussions, and (d) self-evaluations. Students demonstrated improvements in quality of elaboration; they also reported positive changes in comprehension, writing, literature discussions, self-efficacy, and attitude.

Educators have an obligation to provide a literacy program for all students: for capable readers/writers who need to broaden and deepen their use of literacy; for students who appear to be alienated or disenchanted with school, including reading and writing; and for students who appear not to have developed adequate literacy.

Drawing upon theory-driven vocabulary instruction and the vocabulary-reading comprehension connection, this study compared the effectiveness of three interactive vocabulary strategies derived from the knowledge hypothesis with definition instruction derived from the access and instrumental hypotheses. Subjects were 61 learning disabled junior-high students. Using content-area texts, students participated in one of three interactive strategies - semantic mapping (SM), semantic feature analysis (SFA), and semantic/syntactic feature analysis (SSFA) - or in definition instruction (DI). Learning was measured both at short and long term by vocabulary and comprehension multiple-choice items and written recalls. Results from the multiple-choice items suggested that students participating in the interactive strategies demonstrated greater comprehension and vocabulary learning than students receiving definition instruction. Results of the written recalls indicated qualitatively and quantitatively greater recalls at long term for students in the SFA and SSFA conditions compared with the DI condition. Implications for research and practice are discussed.

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.

Three themes are identified in response to several papers about teachers' cognition and instructional improvement of students with learning disabilities: (1) the teacher's dilemma between attention to the individual or the group; (2) the content of the curriculum and perspectives on knowledge and knowing; and (3) staff development. Researchers are urged to become more hermeneutic and appreciate the fact that change takes time. (DB)

This article presents a case for redesigning curriculum and instruction in the middle grades with an emphasis on language development. We posit that traditional school curriculum may be aiding and abetting adolescents in a curriculum rebellion that may be a symptom of adolescents' impatience with curriculum that is insensitive to their development. We recommend that curriculum and instruction be designed to engage students actively and purposely in using the tools of speaking, listening, reading, and writing. These ideas are explored by explicating the nature of adolescents' language, by describing a curriculum framework that takes into account these language developments and uses language to integrate various academic subjects, by identifying potential barriers to the enactment of this curriculum, and by positing possible means of overcoming these barriers.