Harvard Educational Review
  1. Fall 1977 Issue »

    Learning about Psycholinguistic Processes by Analyzing Oral Reading

    Kenneth S. Goodman, Yetta M. Goodman
    Kenneth and Yetta Goodman argue that reading, like speaking and writing, is an active language process in which readers display their sophistication as functional psycholinguists. The authors note, however, that it is difficult to gain access to and understand these active, underlying processes. To make such processes accessible, the authors advocate the use of oral reading as a data base. The Goodmans maintain that when oral readers depart from the written text—when miscues occur— the underlying processes of reading begin to be revealed. Using examples from children and adults, the authors present a typology of miscues and demonstrate how miscues provide a window on reading and other language processes. Throughout the article the Goodmans note the implications of miscue analysis for research and teaching.

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    Fall 1977 Issue

    Abstracts

    Introduction
    Eugene Radwin, Maryanne Wolf-Ward
    Foreword
    Helen Popp
    From Utterance to Text
    The Bias of Language in Speech and Writing
    David R. Olson
    Two Functions of Language
    Carol Fleisher Feldman
    Trends in Second-Language-Acquisition Research
    Kenji Hakuta, Herlinda Cancino
    Learning about Psycholinguistic Processes by Analyzing Oral Reading
    Kenneth S. Goodman, Yetta M. Goodman
    Alternative Conceptualizations of Dyslexia
    Evidence in Support of a Verbal-Deficit Hypothesis
    Frank R. Vellutino
    An Interactionist Approach to Advancing Literacy
    Nan Elsasser, Vera P. John-Steiner
    The Nature of Literacy
    An Historical Exploration
    Daniel P. Resnick, Lauren B. Resnick
    Making Sense of Reading—And of Reading Instruction
    Frank Smith
    Varieties of Deficiency in the Reading Processes
    Magdalen D. Vernon
    Reading Reconsidered
    Thomas Wolf
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