Patricia L. Anders is Professor, Department of Language, Reading and Culture, College of Education, University of Arizona.

Foreword, Carole Edelsky

Preface

Acknowledgments

1. The Goodman Legacy-Forty Years of Literacy Research, Pedagogy and Profundity, W. Dorsey Hammond

2. Towards a Sociopsychoneurolinguistic Model of Reading, Steven L. Strauss

3. All Language Understanding is a Psycholinguistic Guessing Game, T. G. Bever

4. The Goodman/Smith Hypothesis, the Input Hypothesis, the Comprehension Hypothesis, and the (Even Stronger) Case for Free Voluntary Reading, Stephen Krashen

5. 21 Notes in Search of Growing Up an Author - Or Not, David Bloome and George Newell

6. Reading and Reigning: Theories of Learning to Read as Political Objects, Ray McDermott and Perry Gilmore

7. Coffee Cups, Frogs, and Lived Experience, Bertram C. Bruce

8. From Learning as Habit-Formation to Learning as Meaning-Making: How Harry Pope Changed My (Professional) Life, Brian Cambourne

9. Creating Curriculum, Jerome C. Harste and Kathy G. Short

10. Is "Coaching" A Dangerous Metaphor for Teaching and Reading Teacher Education?, James V. Hoffman and Gerald L. Duffy

11. Learning from Young Bilingual Children's Explorations of Language and Literacy at Home, Iliana Reyes

12. The Sociopsychogenesis of Literacy & Biliteracy: How Goodman's Transactional Theory of Reading Proficiency Impacts Biliteracy Development, Barbara M. Flores

13. Knowing and Doing Well in the Creation and Interpretation of Reading Assessments: Towards Epistemic Responsibility, Sharon Murphy

14. Miscue Analysis as a Tool for Advancing Literacy Policy and Practice, Bess Altwerger and Nancy Rankie Shelton

15. Perspectives on Assessment: Reflections On and Directions from Goodman, Robert J. Tierney

16. We've Always Considered Our Work Political, Patrick Shannon

17. An Endangered Species Act for Literacy Education, P. David Pearson

18. Essay Review: Revolutionary Reading, Henrietta Dombey

Contributors

Ken and Yetta Goodman are renowned and revered worldwide for their pioneering, influential work in the field of reading/literacy education. In this volume major literacy scholars from around the world pay tribute to their work and offer glimpses of what the future of literacy research and practice might be.
The book is structured around several themes related to research, practice, and theories of reading and literacy processes that characterize the Goodmans' scholarship. Each chapter reveals how the author's scholarship connects to one or both of the Goodmans' work and projects that connection to the future - what are the implications for future research, theory, practice, and/or assessment? This milestone volume marking the hugely significant work of the Goodmans will be welcomed across the field of literacy education.