Ken Goodman and Frank Smith met for the first time in 1970, though they had each been studying and writing, separately, about the reading process for several years prior to that. They commemorated the occasion by collaborating on an article, On the Psycholinguistic Method of Teaching Reading which appeared soon after in The Elementary School…

Considers how public opinion and entire theories of teaching reading are based in the false Just So story--Just Sound Out, and you can read. Explains why sounding out is a handicap. Suggests a better alternative, teaching by recognizing words. (SG)

Argues that systematic phonics is destined to fail as a method of reading instruction, and will make learning to read more difficult for many children. Argues it totally misunderstands or ignores how children actually learn to read; the time to learn phonics, if at all, is during reading; and phonemic awareness is spurious. Looks at ideological…

Argues that people and technology are inseparable and exert reciprocal control. Argues that teachers will not be able to halt the spreading influence of technology in education or in their lives, but should understand the dangers and be ready to confront them. Maintains that the human heart of education must be kept alive no matter how heartless…

Suggests ways that speaking and listening, reading and writing can be brought together in the learner's mind. (DD)

Presents ten categories which illustrate the range of the uses of language, and discusses implications for instruction. (DD)

Children probably begin to read from the moment they become aware of print, and the roots of reading are discernable whenever children strive to make sense of print. (JH)

Argues that the specialized knowledge that writing demands can only be acquired through a particular kind of reading. Illustrates how this kind of reading occurs and considers ways teachers can facilitate such learning. (JL)

Clarifies 21 misconceptions about the nature of writing, how writing is learned, the act of writing, and who can teach writing. (HTH)

Examines the shortcomings of prepackaged teaching programs for reading and writing instruction that are designed by those removed from the learning environment. (HTH)

Discusses the nature and usefulness of talking to ourselves, silently or aloud. Poses questions for research and for education concerning this universal habit. (HTH)

The conventions inherent to language are explored, and demonstrations, engagement, and sensitivity are discussed as factors present in all learning situations in which a person learns to master these complex conventions. (HTH)