James V. Hoffman

Yetta M. Goodman

Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter, and in some cases more than one, of the authors, is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. In this book these distinguished literacy leaders extend their role as researchers to speak directly to issues of practice and policy. All chapters address the theme of literacy and the teaching of literacy as being in a constant state of change. The authors are theoretical as they describe literacy, literacy acquisition, and the teaching of literacy; they are practical as they examine the issues that classroom teachers and reading specialists engage with on a daily basis; and they are political as they advocate for informed policy at the local, state and national levels. A key message in this book is that literacy professionals must take an active role to shape change.

An Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices

Changing Literacies for Changing Times

Kenneth S. Goodman

Ken and Yetta Goodman’s professional work has been a lifelong collaboration, informed by shared philosophical strands. An overarching goal has been to provide access for all children to literacy and learning and to inform and improve teaching and learning. Each also is recognized for specific areas of focus and is known for particular concepts. This volume brings together a thoughtfully crafted selection of their key writings, organized around five central themes: research and theory on the reading process and written language development; teaching; curriculum and evaluation; the role of language; advocacy and the political nature of schooling. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and/practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field, as well as the development of the field itself.

The Selected Works of Kenneth S. Goodman and Yetta M. Goodman

Making Sense of Learners Making Sense of Written Language

This long-overdue anthology ranges from Yetta Goodman's first article about her own daughter's early spelling to her most recent, previously unpublished piece about turn-of-the century educator Lucy Sprague Mitchell and the lives of female educators in general. Goodman is widely known throughout North America for her work as a writer, researcher, teacher, and speaker, and her career and writing have reflected-and indeed often spearheaded-the concerns of holistic educators for decades. Miscue analysis, print awareness, kidwatching, whole language: Yetta Goodman's name leaps to mind in connection with all of these topics, and they are all represented here. For those who would like to have the best of Yetta Goodman's writing all in one place, for those who would like to discover important articles that were previously difficult to find, for those who would like primers on important literacy topics, this anthology is an indispensable resource. Goodman's introductions to each section of the book add yet another dimension, describing how her work has evolved over time.

Selected Writings of Yetta M. Goodman

Notes from a Kidwatcher

Shaomei Wang

Mieko Iventosch

This book refutes the common Western belief that non-alphabetic writing systems (Chinese, Japanese. Korean) are hard to learn or to use, and offers practical theory-based methodology for the teaching of literacy in these languages to first and second language learners.

Making Sense of Written Texts in Chinese, Japanese, and Korean

Reading in Asian Languages

Sandra Wilde

How do children raised in the powerful oral traditions of a Native American community use writing to construct meaningful learning experiences? That provocative question sent the authors into the classrooms of Arizona's Tohono O'odham community for a year-long research study, integrating classroom, family, home and community experiences.

Yetta M. Goodman

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