A LINGUISTIC STUDY OF CUES AND MISCUES IN READING.

Kenneth S. Goodman

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Reading and Literacy Development Language Development and Disorders Second Language Acquisition and Learning

Abstract

In this study, reading has been defined as the active reconstruction of a message from written language. Reading must involve some level of comprehension. Nothing short of this comprehension is reading. I have assumed that all reading behavior is caused. It is cued or miscued during the child's interaction with written language. Research on reading must begin at this point of interaction. Reading is a psycholinguistic process. Linguistic science has identified the cue systems within language. The child learning to read his native language has already internalized these cue systems to the point where he is responding to them without being consciously aware of the process. To understand how children learn to read, we must learn how the individual experiences and abilities of children affect their ability to use language cues. We must also become aware of the differences and similarities between understanding oral language which uses sounds as symbol-units and written language which depends on graphic symbols.

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1970The Development of the Use of Graphic and Contextual Information as Children Learn to Read 2004The Reading Wars 1986Context Clues Are Unreliable Predictors of Word Meanings 1984The Interactive-Compensatory Model of Reading 2004Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 2003Oral reading in the school literacy curriculum 1985Explaining the variance in reading ability in terms of psychological processes: What have we learned?1991Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction.

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