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11. Language and Literacy, The Selected Writings of Kenneth S. Goodman, Volume 1: Process, Theory, Research, (eds.), Frederick V. Gollasch, Boston & London: Routledge and Kegan Paul, 1982. |
12. Language and Literacy, The Selected Writings of Kenneth S. Goodman, Volume II: Reading, Language and the Classroom Teacher, (eds.), F.V. Gollasch, Boston and London Routledge and Kegan Paul, 1982. |
13. What's Whole in Whole Language, Richmond Hill, Toronto: Scholastic Lmtd., 1986, and Portsmouth, NH: Heinemann Educational. |
Spanish edition, Lenguaje Integral, Editorial Venezolana C.A., 1989; |
French edition, Le Comment et Pourqois de la Language Integre, Scholastic, 1989; |
Japanese edition Kyoku e no atarashi chosen: Eigo ken ni okeri zentai gengo kyoiku, Tokyo: Ozora Sha, 1990. |
Spanish edition, El lenguaje integral, Aique Grupo Editor, S.A.: Libro De Edici�n Argentina, 1995. |
Portuguese edition, Linguagem Integral, Traducao: Marcos A.G. Domingues, Porto Alegre: Artes Medicas, 1997. |
14. with Patrick Shannon, Yvonne Freeman and Sharon Murphy, Report Card on Basal Readers, Katonah, NY: R.C. Owen, 1988. |
15. with Yetta Goodman and Wendy Hood, The Whole Language Evaluation Book, Portsmouth, NH: Heineman, 1989. |
16. with Yetta Goodman and Wendy Hood, Organizing for Whole Language, Portsmouth, NH: Heinemann, 1991. |
17. with Lois Bird and Yetta Goodman, The Whole Language Catalog, American School Publishers, January, 1991. |
18. Eminent Scholar Conversation #15 by Rudine Sims Bishop, Ohio State University: Martha L. King Language and Literacy Center, 1991, pp. 1–35. |
19. with Lois B. Bird and Yetta Goodman, The Whole Language Catalog: Authentic Assessment Supplement, Santa Rosa, CA: American School Publishers, May 1992. |
20. Ken Goodman Phonics Phacts, Richmond Hill, Ontario: Scholastic Canada, Ltd (Canada), and Heinemann (US) Portsmouth, NH, 1994. |
21. with Lois Bird and Yetta Goodman, The Whole Language Catalog: Forms for Authentic Assessment, New York, NY: SRA Division McMillan/McGraw-Hill School Publishing Company, 1994. |
22. with Patrick Shannon, Basal Readers, A Second Look, Katonah, NY: Richard C. Owen, 1994 |
23. Ken Goodman On Reading, Richmond Hill, Ontario: Scholastic Canada, Ltd. (Canada), and Heinemann (US) Portsmouth, NH, 1996. |
24. with Joel Brown and Ann M. Marek, Studies in Miscue Analysis: An Annotated bibliography, Newark, DE: International Reading Association, 1996. |
25. In Defense of Good Teaching, Kenneth S. Goodman (ed.), York, ME: Stenhouse Publishers, 1998. |
26. Reflections and Connections: Essays in Honor of Kenneth S. Goodman's Influence on Language Education, Marek, Ann M. & Carole Edelsky (eds.), Cresskill, NJ: Hampton Press, Inc., 1998 |
27. On the Revolution of Reading, The Selected Writings of Kenneth S. Goodman (Alan D. Flurkey and Xu, Jingguo (Eds.), Portsmouth, NH: Heinemann, 2003. |
28. with. Shannon, P., Goodman, Y. and Rapoport, R. (eds.), Saving Our Schools, Berkeley, CA: RDR Books, 2004. |
29 . Examining DIBELS, Vermont Society for the Study of Education in press |
1. "A Psycholinguistic View of Reading Comprehension," New Frontiers in College-Adult Reading, 15th Yearbook of the National Reading Conference, Milwaukee, 1966. |
2. "Elementary Education," Foundations of Education, revised edition, George Kneller, (ed.), New York: John Wiley and Sons, 1967, pp. 493–521. |
3. "Is the Linguistic Approach an Improvement in Reading Instruction: Pro," Nila Banton Smith, (ed.), Current Issues in Reading, Newark, DE: IRA, 1969, pp. 268–276. |
4. "Words and Morphemes in Reading," Psycholinguistics and the Teaching of Reading, Goodman and J. Fleming, (eds.), Newark, DE: IRA, 1969, pp. 25–33. |
5. "The Interrelationships Between Language Development and Learning to Read," The Impact of Society on Learning to Read, Miriam Schleich, (ed.), Hofstra University, 1970. |
6. "Comprehension-Centered Reading Instruction," Proceedings of the 1970 Claremont Reading Conference, pp. 125–135. Also in Ekwell, Psychological Factors in the Teaching of Reading, Merrill, 1972, pp. 292–302. |
7. "Psycholinguistics in Reading," Innovations in the Elementary School: An IDEA, occasional paper, Melbourne, FL, 1970. |
8. "Urban Dialects and Reading Instruction," Kender, J.P., (ed.), Teaching Reading—Not By Decoding Alone, Interstate: Danville, 1971, pp. 61–75. |
9. "The Search Called Reading," Coordinating Reading Instruction, Helen Robinson, (ed.), Scott Foresman, Glenview, 1971, pp. 8–14. |
10. "Children's Language and Experience: A Place to Begin," Coordinating Reading Instruction, Helen Robinson (ed.), Scott Foresman, Glenview, 1971, pp. 46–52. |
11. "Linguistics and Reading," Encyclopedia of Education, Lee C. Deighton, (ed.), Macmillan, 1971. |
12. "Psycholinguistics and Reading," Proceedings of the Maryland Reading Institute, 1971. |
13. "The Reading Process: Theory and Practice," Language and Learning to Read: What Teachers Should Know About Language, Hodges and Rudorf, (eds.), Houghton-Mifflin, 1972, pp. 143–59. |
14. "Testing in Reading: A General Critique" Accountability and Reading Instruction, Robert Ruddell, Editor, Urbana, IL: NCTE, 1973. |
15. "Strategies for Increasing Comprehension in Reading," Improving Reading in the Intermediate Years, Robinson, H., (ed.), Glenview, IL: Scott Foresman and Co., 1973, pp. 59–71 |
Also available as a separate monograph, Scott Foresman, 1974. |
16. "The Reading Process", Proceedings of the Sixth Western Symposium on Learning: Language and Reading, Bellingham, WA, 1975. |
17. "Miscue Analysis: Theory and Reality in Reading," New Horizons in Reading, Proceedings of Fifth IRA World Congress on Reading, Merritt, John E., (ed.), Newark, DE: International Reading Association, 1976, pp. 15–26. |
18. "Linguistically Sound Research in Reading," Improving Reading Research, Farr, Roger, Weintraub, and Tone, (eds.), Newark, DE: IRA, 1976, pp. 89–100. |
19. "What's Universal About the Reading Process," Proceedings of 20th Annual Convention of the Japan Reading Association, Tokyo, 1976. |
20. "Manifesto for a Reading Revolution," Malcolm Douglas, (ed.), 40th Yearbook Claremont Reading Conference, 1976, pp. 16–28. |
21. "What We Know About Reading," Allen, P.D. and Watson, D., (eds.), Findings of Research in Miscue Analysis: Classroom Implications, ERIC-NCTE, 1976, pp. 57–69. |
22. "The Goodman Taxonomy of Reading Miscues," Allen, P.D. and Watson, D., (eds.), Findings of Research in Miscue Analysis: Classroom Implications, ERIC-NCTE, 1976, pp. 157–244. |
23. and Yetta M. Goodman, "Reading and Reading Instruction: Insights from Miscue Analysis," Watson, K.D. and Eagleson, R.D., (eds.), English in Secondary Schools: Today & Tomorrow, Sydney: English Teachers Association of New South Wales, 1977, pp. 254–59. |
24. and Carolyn Burke, "Reading for Life: The Psycholinguistic Base" Conference Proceedings Reading: Curriculum Demands-Towards Implementing the Bullock Report, London, England: Ward Lock Educational, 1977. |
25. "Bridging the Gaps in Reading: Respect and Communication," Harste, J. and R. Carey, (eds.), New Perspectives on Comprehension, Bloomington, Indiana University, October, 1979. |
26. with Yetta M. Goodman and Barbara Flores, "Reading in the Bilingual Classroom: Literacy and Biliteracy," Rosslyn, VA: National Clearinghouse for Bilingual Education, 1979. |
27. "Needed for the '80's: Schools that Start Where Learners Are," Needs of Elementary and Secondary Education in the 1980s; Sub-committee on Elementary Secondary and Vocational Education House of Representatives, 96th Congress, Washington: GPO January 1980. |
28. "El proceso lector en ninos normales," Bravo Valdiviesco, Luis, (ed.), El Nino con Dificultades para Aprender, Santiago de Chile: UNICEF/Pontificia Universidad Catolica, 1980. |
29. "Linguistic Diversity, Teacher Preparation and Professional Development," G. Smitherman, Editor, Black English and the Education of Black Children Youth, Center for Black Studies, Wayne State University, Detroit, MI, 1981, pp. 171–89. |
30. "Miscue Analysis and Future Research Directions," Huddleson, Sarah, (ed.), Learning to Read in Different Languages, Linguistics and Literacy, Series: 1, Center for Applied Linguistics, Washington, 1981. |
31. "Language Development: Issues, Insights, and Implementation" Goodman, Haussler, and Strickland, (eds.), Oral and Written Language Development Research: Impact on the Schools, NCTE & IRA, 1982. |
32. "El proceso de lectura: consideraciones a traves de las lenguas y del desarrollo," E. Ferreiro and M. Gomez Palacio, (eds.), Nuevas Perspectivas Sobre Los Procesos de Lectura y Escritura, Mexico Editorial Siglo XXI, 1982, pp. 13–28. |
33. "The Reading Process, A Multi-Lingual Developmental Perspective," K. Tuunainen and A. Chiaroni, (eds.), Full Participation, Proceedings of the Second European Conference on Reading, Joensuu Finland, 1982. |
34. and Yetta M. Goodman "A Whole-Language Comprehension-Centered View of Reading Development," L. Reed and S. Ward, (eds.), Basic Skills: Issues and Choices, Vol. 2, St. Louis: Cemrel, 1982, pp. 125–134. |
35. "On Research and the Improvement of Reading," M. Douglas, (ed.), Forty-seventh Yearbook of the Claremont Reading Conference, Claremont Graduate School, 1983, pp. 28–36. |
36. "A Conversation with Kenneth Goodman," L. Rainsberry, (ed.), and Producer, Out of the Shadows, guide accompanying three program video series of the same name, Toronto: TV Ontario, 1983, pp. 17–20. |
37. and Y. Goodman "Everything You Wanted to Know But Didn't Have the Opportunity to Ask," L. Rainsberry, (ed.), and Producer, Out of the Shadows, guide accompanying three program video series of the same name, Toronto: TV Ontario, 1983, pp. 28–44. |
38. "Unity in Reading," Olives Niles and Alan Purves, (eds.), Becoming Readers in a Complex Society, 83rd Yearbook of the National Society for the Study of Education, 1984. |
Also in Singer and Ruddell, Theoretical Models & Processes of Reading, 3rd Edition, Newark, DE: International Reading Association, 1985. |
Also in Portuguese as "Unidad na Leitura," in Letras de Hoje, 12/1991, No. 86, pp. 9–44. |
Also in German as “Lesen - ein transaktionaler ProzeB,” Konstruktionen der verstandigung, Luneburg: Universitat Luneburg, 1997, pp. 103–132. |
39. "Literacy: for Whom and for What," Makhan L. Tickoo, (ed.), Language in Learning, Singapore: SEAMEO Regional Language Centre, 1986. |
40. "A Holistic Model of Reading," Trondhjem, Editor, Aspects in Reading Processes, 12th Danavox Symposium, Klarskovgard, Denmark, 1986. |
41. "Foreward" Making Connections with Writing, Mary and Chisato Kitagawa, Portsmouth, NH: Heinemann, 1987. |
42. "Teachers Detechnologizing Reading," Dorothy J. Watson, (ed.), Ideas and Insights, Urbana, IL: NCTE, 1987, pp. x-xi. |
43. "Reading for Life: the Psycholinguistic Base," Reading Concerns: Selected Papers from UKRA Conferences 1972–1980, London: UKRA, 1988. |
44. "Language and Learning: Toward a social-Personal View," Proceedings of the Brisbane Conference on Language and Learning, July, 1988. |
45. "Afterword," Jane L. Davidson, (ed.), Counterpoint and Beyond, Urbana, IL: NCTE, 1988, pp. 105–108. |
46. "Language Development: Issues, Insights and Implementation," G. Pinnell and M. Matlin, (eds.), Teachers and Research: Language Learning in the Classroom, IRA, 1989, pp. 130–141. |
47. with Yetta Goodman "Vygotsky in a Whole Language Perspective," Vygotsky and Education, Luis Moll, (ed.), Cambridge University Press, 1990, pp. 223–250. |
48. "The Whole Language Curriculum," Hydrick, J, and N. Wildermuth, (eds.), Whole Language: Empowerment at the Chalk Face, New York: Scholastic, 1990, pp. 191–211. |
49. with Yetta M. Goodman "Our Ten Best Ideas for Reading Teachers," Fry, E., (ed.), 10 Best Ideas for Reading Teachers, Menlo Park, CA: Addison-Wesley, 1991, pp. 60–64. |
50. "Whole Language: What Makes it Whole," Power, B. and R. Hubbard, Literacy in Process, Portsmouth, NH: Heinemann, 1991. |
51. "The Teacher Interview" Toby Kahn Curry and Debra Goodman, An interview by Yetta Goodman, Commentary by Ken Goodman, Atwell, N., (ed.), Workshop 3: The Politics of Process, Portsmouth, NH: Heinemann, 1991, pp. 81–93. |
52. with Yetta M. Goodman "Whole Language: A Whole Educational Reform," Schools of Thought, Pathways to Educational Reform, Cleveland, OH: North American Montessori Teachers' Association, Vol. 16:2, Spring, 1991, pp. 59–70. |
53. "Whole Language Research: Foundations and Development," Samuels, S. Jay and A. Farstrup, (eds.), What Research Has To Say About Reading Instruction, 2nd edition, Newark, DE: International Reading Association, 1992. |
Also in Japanese: Horu Rangegi, (ed. & translated) by Takashi Kuwabara, Tokyo: Kokudo sha, 1992, pp. 112–157. |
54. "A Question About the Future," Questions & Answers About Whole Language, Orin Cochrine, (ed.), Katonah, NY: Richard C. Owen, 1992, pp. 137–40. |
55. "Forward," Whitin, David J. and Sandra Wilde, Read Any Good Math Lately? Portsmouth, NH: Heinemann, 1992, pp. xi-xii. |
56. with D. Freeman "What's Simple in Simplified Language?," Simplification: Theory and Application, M.L. Tickoo (ed.), Singapore:SEAMEO Regional Language Centre, 1993, pp. 69–81. |
57. "Ponencias Primero Conferencia", Memorias Del Primer Congreso de las Americas sobre Lectoescritura, Maracaibo, Venezuela: Universidad de Los Andes, 1993, pp. 4–15. |
58. "El Lenguaje Integral Como Filosofia Educativa", Memorias Del Primer Congreso de las Americas sobre Lectoescritura, Maracaibo, Venezuela: Universidad de Los Andes, 1993, pp. 16–29. |
59. with Yetta M. Goodman "Vygotsky desde la perspective del lenguaje total (whole-language)" Vygotsky Y La Educaci�n, Luis Moll (ed.), M�ndez de And�s: Aique Grupo Editor S.A., 1993, pp. 263–292. Spanish translation of "Vygotsky in a Whole Language Perspective" in Vygotsky and Education. |
60. with Yetta M. Goodman "To Err Is Human: Learning about Language Processes by Analyzing Miscues," Theoretical Models and Processes of Reading, 4th Edition, Robert B. Ruddell, Ruddell, M.R., & Singer, H. (eds.), Neward, DE: International Reading Association, 1994. |
61. "Reading, Writing and Written Texts: A Transactional Scociopsycholoinguistic View," Theoretical Models and Processes of Reading, 4th Edition, Robert B. Ruddell, Ruddell, M.R., & Singer, H. (eds.), Newark, DE: International Reading Association, 1994. |
62. "Universals in Reading: A Transactional Socio-Psychoinguistic Model of Reading, Writing and Texts," A summary by Patrick Gallo, Singapore: Report of the Regional Seminar on Reading and Writing Research: Implications for Language Education, 1994, p. 6. |
63. "Forward: Lots of Changes, But Little Gained" Basal Readers: A Second Look, Patrick Shannon & Goodman, K.S. (eds)., Katonah, NY: Richard C. Owen Publishers, 1994. |
64. with Lisa Maras and Debbie Birdseye "Look! Look! Who Stole the Pictures From the Picture Book?," Basal Readers: A Second Look, Patrick Shannon & Goodman, K.S. (eds.), Katonah, NY: Richard C. Owen Publishers, 1994. |
65. with Yetta M. Goodman "Preface," Leadership in Whole Language, The Principal's Role, York, ME: Stenhouse Publishers, 1995, pp.ix-xi. |
66. with Kathryn F. Whitmore "Practicing What We Teach: The Principles That Guide Us," Whole Language Voices In Teacher Education, Kathryn F. Whitmore & Yetta M. Goodman (eds.), York, ME: Stenhouse Publishers, 1996, pp. 1–16. |
67. with Richard Meyer and Yetta M. Goodman "Continuous Evaluation in a Whole Language Preservice Program" Whole Language Voices In Teacher Education, York, ME: Stenhouse Publishers, 1996, pp. 256–267. |
68. "Lines of Print," Whole Language Voices In Teacher Education, York, ME: Stenhouse Publishers, 1996, pp. 134–135. |
69. "The Boat in the Basement," Whole Language Voices In Teacher Education, York, ME: Stenhouse Publishers, 1996, pp. 136–137. |
70. "Nonsense Texts to Illustrate the Three Cue Systems: "A Mardsan Giberter for Farfie," "Gloopy and Blit," and "The Marlup," Whole Language Voices In Teacher Education, York, ME: Stenhouse Publishers, 1996, pp. 138–140. |
71. "Real Texts to Illustrate the Three Cue Systems: Downhole Heave Compensator," Whole Language Voices In Teacher Education, York, ME: Stenhouse Publishers, 1996, pp. 141–143. |
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