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ERIC Number: ED170716
Record Type: RIE
Publication Date: 1979-Mar
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Know-More and the Know-Nothing Movements in Reading: A Personal Response.
Goodman, Kenneth S.
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 chosen skill sequences). In response to the "know-more movement," the author summarizes the theory of reading he has developed, noting that he has described reading as interactive, psycholinguistic, active, constructive, and tentative. He then indicates how he sees current theory and research directions in relation to his theory, indicating his reaction to descriptions of his model as an "analysis by synthesis," top-down, and inside-out model, and telling how the schema concept fits with his theory. In response to the "know-nothing movement," the author outlines major aspects of a whole-language, comprehension-centered theory of reading instruction that he feels has demonstrated its effectiveness; the theory emphasizes continuous focus on meaning, legitimizing of risk taking, and continuous involvement of learners in reading and writing. Finally, he explains his reasons for rejecting the competency-based, highly structured approach of the "know-nothing movement." (GT)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Schemata
Note: Paper presented at the Annual Meeting of the National Conference on Language Arts in the Elementary School (11th, Hartford, Connecticut, March 23-25, 1979)