Ken and Yetta Goodman

1. Ken and Yetta Goodman Chandy Atkins and Jessica Cherenzia

2. About Ken & Yetta Goodman • Professors at the University of Arizona, in the department of language, reading, and culture. • Best known for their formation of the theory of whole language and miscue analysis • Ken Goodman is also responsible for the psycholinguistic theory of the reading process, which says that readers predict as they read and use cues to confirm or disconfirm their prediction

3. Whole Language “In the simplest terms, the “whole language approach” is a method of teaching children to read by recognizing words as whole pieces of language. Proponents of the whole language philosophy believe that language should not be broken down into letters and combinations of letters and “decoded”. Instead they believe that language is a complete system of making meaning, with words functioning in relation to each other in context.” - Dr. Monica Bomengen

4. Whole Language • Integrates aspects of teaching from Piaget, Vygotsky, Holliday, and other schema theorists • Many teachers “teach to the test”, but whole language allows for more authentic learning experiences and still integrates the same educational subjects

5. Miscue Analysis • Helps teachers to understand how their students process written text • Miscue analysis includes: substation, omission, insertion, and reversal • Isn’t just about the student messing up a word, but looks at the reasoning behind it

6. Psycholinguistic Theory • Ken Goodman’s theory about how students make predictions while reading • Students use cues to make predictions on what will happen next or how the story will end • They use the cues to either confirm or disconfirm their previous prediction

7. “It Doesn’t Have to End This Way” • The lesson incorporates Ken Goodman’s theory of Psycholinguistics • It helps students to learn and practice making a prediction while reading a story • The lesson is meant for grades K-2 and is used to help with comprehension, prediction, and interpretation of a text

8. “It Doesn’t Have to End This Way” • The teacher will then explain that they are going to read the first part of a story and then the students will make a prediction of what will happen in the end • After the first part of the story is read the students use craft materials to draw out their prediction. Then after each student has the chance to share their prediction the ending of the story will be read • After the students hear the end of the story the class should discuss how each student was able to use their own prior knowledge and experiences to come up with their own prediction, and why their prediction isn’t wrong even though the book ended differently