The Kenneth and Yetta Goodman Collection (1953-2015) contains research project files and other materials documenting the professional miscue research of Kenneth and Yetta Goodman. These materials showcase the Whole Language method of language comprehension and learning. It is organized into 4 series and multiple subseries with the majority of the collection found in the research project files as well as the correspondence subseries.
Collection Number:
MS 586
Language:
Materials are in English.
Repository:
University of Arizona Libraries, Special Collections
University of Arizona
PO Box 210055
Tucson, AZ 85721-0055
Phone: 520-621-6423
Fax: 520-621-9733
URL: http://speccoll.library.arizona.edu/
E-Mail: LBRY-askspcoll@email.arizona.edu
Biographical Note
Kenneth S. Goodman (1927-) was Professor Emeritus at the University of Arizona. He served as past president of the National Conference on Research in English, the Center for Expansion of Language and Thinking, the International Reading Association, and the Whole Language Umbrella. Among a multitude of honors and professionally published papers, he is best known for developing the literacy theory philosophy of whole language.
Yetta M. Goodman (1931-) was Regents Professor of Education at the University of Arizona. She consulted with education departments and spoke at conferences throughout the United States and in many nations of the world regarding issues of language, teaching and learning with implications for language arts curricula. In addition to her research in early literacy, miscue analysis and in exploring reading and writing processes, she popularized the term ‘kidwatching’ encouraging teachers to be professional observers of the language and learning development of their students. She was a major spokesperson for whole language and in her extensive writing shows concern for educational issues and research with a focus on classrooms, students and teachers.
Scope and Content Note
Materials 1953-2015: This collection contains research project files and other materials documenting the professional miscue research of Kenneth and Yetta Goodman. Whole language is a literacy philosophy that encourages focus on meaning and strategy instruction for children who are learning how to read. The research project files focus on individual subjects and their data, documentation of the project itself, and related media. Files are both handwritten and typed dependent on the research project. Media is primarily recordings of subjects reading and rereading passages with a researcher who marks miscues and takes notes.
Materials not included with the research project files are typical office files, including: correspondence, personal and professional publications, calendars, and travel information. Documents are primarily typed, with some correspondence files being handwritten.
This collection is restricted. To access collection, contact Special Collections Director at 520-626-8332.
Copyright
It is the responsibility of the user to obtain permission to publish
from the owner of the copyright (the institution, the creator of the record,
the author or his/her transferees, heirs, legates, or literary executors). The
user agrees to indemnify and hold harmless the Arizona Board of Regents for the
University of Arizona, its officers, employees, and agents from and against all
claims made by any person asserting that he or she is an owner of
copyright.
Access Terms
Personal Name(s)
Goodman, Kenneth S..
Goodman, Yetta M., 1931-.
Corporate Name(s)
Center for the Expansion of Language and Thinking..
This series is divided into 10 individual subseries and is arranged chronologically. Each subseries covers an individual research project and is organized with subject files appearing first, followed by documentation and/or office files, and finally media.
Media includes audio tape reels, video reels, video tapes, tape cassettes, microfiche, photographic slides, floppy disks, and compact discs.
This subseries contains materials associated with a pilot study completed in 1963. Individual subject files are not present. Media includes audio tape reels.
box
folder
1
1
Miscue stories and word lists, 1st grade 1963
1
2
Miscue stories and word lists, 2nd grade, 1963
1
3
Miscue stories and word lists, 3rd grade, 1963
1
4
Pattern tallies, 3rd grade undated
1
5
Retelling analysis, 1st grade 1963
1
6
Retelling analysis and Subject 7tern tallies, 1st-2nd grade circa 1963
box
folder
2
1
Retelling analysis and Pattern tallies, 3rd grade circa 1963
This subseries contains over 250 individual subject files and 125 media files. Subject files include only numeric identifiers. No further documentation is included.
box
folder
3
1-31
#1-#31 1964-1965
3
32
#32 / #89 1964-1965
3
33
#33 1964-1965
3
34
#34 1965
3
35
#35 1965
3
36
#37 1965
3
37
#38 L / #69 1965
3
38-40
#39-#41 1965
3
41
#42 1964-1965
3
42
#43 1965
3
43
#44 L / #86 1965
3
44
#45 L / #65 1965
3
45
#46 L / #71 1965
3
46
#47 1965
box
folder
4
1
#48 L / #66, 1965
4
2
#49, 1965
4
3
#50 L / #73, 1965
4
4-17
#51-#64, 1965
4
18
#68, 1965
4
19
#70, 1965
4
20
#72, 1967
4
21-27
#74-#80, 1967
4
28
#81, circa 1967
4
29
#82, circa 1967
4
30-32
#83-#85, 1967
4
33-34
#87-#88, 1967
4
35-37
#90-#92, 1967
4
38
#93 L / #178, 1970
4
39-41
#94-#96, 1968
4
42
#97 L / #184, 1970-1971
box
folder
5
1
#98, 1968
5
2
#99, 1968-1971
5
3-9
#100-#106, 1968
5
10-11
#107-#108, 1970
5
12-17
#109-#114, 1968
5
18
#115, 1968-1971
5
19-20
#116-#117, 1968
5
21-24
#118-#121, 1968-1971
5
25-34
#122-#131, 1968
5
35-36
#132-#133, 1968-1971
5
37
#134, 1968
5
38
#135, 1968-1971
box
folder
6
1-2
#136-#137, 1968
6
3-17
#138-#152, 1969
6
18
#153, 1969-1971
6
19-31
#154-#166, 1969
6
32-33
#167-#168, 1970-1971
6
34
#170, 1970-1971
6
35
#171, 1970
6
36-37
#172-#173, 1970-1971
6
38
#174, 1970
6
39
#175, 1970-1971
6
40
#176, 1970
6
41
#177, 1970-1971
6
42
#179, 1970-1971
6
43
#180, 1970
6
44-45
#181-#182, 1970-1971
6
46
#183, 1970
box
folder
7
1
#185, 1970
7
2-9
#186-#193, 1970-1971
7
10
#194, 1970
7
11
#195, 1970-1971
7
12
#196, 1970
7
13-14
#197-#198, 1970-1971
7
15-16
#199-#200, 1970
7
17
#201, 1970-1971
7
18-19
#202-#203, 1970
7
20-21
#204-#205, 1970-1971
7
22
#206, 1970
7
23
#207, 1970-1971
7
24
#208, 1970
7
25
#209, 1970-1971
7
26
#210, 1970
7
27-29
#211-#213, 1970-1971
7
30
#214, 1970
7
31-34
#215-#218, 1970-1971
7
35
#219, 1970
7
36-39
#220-#223, 1970-1971
7
40
#224, 1970
7
41-42
#225-#226, 1970-1971
box
folder
8
1-3
#227-#229, 1970-1971
8
4-6
#231-#233, 1970-1971
8
7-8
#235-#236, 1970-1971
8
9
#237, 1970
8
10-13
#238-#241, 1970-1971
8
14
#242, 1970
8
15
#243, 1970-1971
8
16
#244, 1970
8
17
#246, 1970-1971
box
folder
9
1
#247, 1970-1971
9
2
#248, 1970
9
3
#249, 1970-1971
9
4
#250, 1970
9
5-6
#251-#252, 1970-1971
9
7
#253, 1970
9
8-9
#254-#255, 1970-1971
9
10-14
#257-#261, 1970-1971
9
15
#262, 1970
9
16
#263, 1970-1971
9
17
#264, 1971
9
18
Annual report and proposal for renewal, March, 1971
9
19
Correspondence, 1969-1974
9
20
Final report abstract, April, 1973
9
21
Progress report, December, 1970
9
22
Progress report, January, 1972
9
23
Project proposal, 1969
9
24
Subjects and tape numbers list, 1964-1971
box
folder
11
1-17
68-001 to 68-017, magnetic tape reel, 1968
11
18-30
69-001 to 69-013, magnetic tape reel, 1969
11
31-52
70-001 to 70-022, magnetic tape reel, 1970
box
folder
12
1-52
70-023 to 70-074, magnetic tape reel, 1970
box
folder
13
1-8
70-075 to 70-082, magnetic tape reel, 1970
13
9
Untitled, magnetic tape reel, December 16, 1968
13
10
Reading Miscue, parts 1 and 2, magnetic tape reel, May 8, 1972
13
11
Ken Goodman Reading Development Study, microfiche, undated
This subseries contains files for 9 individual subjects, as well as over 50 media files. Subject files are organized alphabetically by subject name and include session numbers. This research project was longitudinal spanning about 6 years. Names are redacted for this guide and replaced with Subjects 1-10, these numbers may overlap with other individuals arbitrarily assigned Subject numbers.
box
folder
14
2
Subject 1, omit, 103 B, February, 1966
14
3
Subject 1, Session 2, 103 C, March, 1966
14
4
Subject 1, omit, 103 D, April, 1966
14
5
Subject 1, omit, 103 E, May, 1966
14
6
Subject 1, Session 3, 103 F, June, 1966
14
7
Subject 1, omit, 103 G, September, 1966
14
8
Subject 1, Session 4, 103 H, October, 1966
14
9
Subject 1, Session 5, 103 I, November, 1966
14
10
Subject 1, Session 6, 103, January, 1967
14
11
Subject 1, Session 7, 103, March, 1967
14
12
Subject 1, Session 8, 103, May, 1967
14
13
Subject 1, Session 9, 103, November, 1967
14
14
Subject 1, Session 10, 103, January, 1968
14
15
Subject 1, Session 16, 103, January, 1970
14
16
Subject 1, Session 17, 103, March, 1970
14
17
Subject 1, Session 18, 103, May, 1970
14
18
Subject 1, Session 19, 103, November, 1970
14
19
Subject 1, Session 20, 103, January, 1971
14
20
Subject 1, Session 21, 103, March, 1971
14
21
Subject 1, Session 22, 103, May, 1971
14
22
Subject 1, Repeated miscues, 103, circa 1966-1971
14
23
Subject 1, Space Pet miscue marked typescript and retelling, 103, June, 1972
14
24
Subject 1, Dialect sessions binder, circa June, 1966-May, 1972
14
25
Subject 1, Data computer printouts, 103, 1966-1976
14
26
Subject 2, omit, 105 A, January, 1966
14
27
Subject 2, Session 1, 105 B, February, 1966
box
folder
15
1
Subject 2, Session 2, 105 C, March, 1966
15
2
Subject 2, omit, 105 D, April, 1966
15
3
Subject 2, omit, 105 E, May, 1966
15
4
Subject 2, Session 3, 105 F, June, 1966
15
5
Subject 2, omit, 105 G, September, 1966
15
6
Subject 2, Session 4, 105 H, October, 1966
15
7
Subject 2, Session 5, 105 I, November, 1966
15
8
Subject 2, Session 6, 105, January, 1967
15
9
Subject 2, Session 7, 105, March, 1967
15
10
Subject 2, Session 8, 105, May, 1967
15
11
Subject 2, Session 9, 105, November, 1967
15
12
Subject 2, Session 10, 105, January, 1968
15
13
Subject 2, Session 11, 105, March, 1968
15
14
Subject 2, Session 12, 105, May, 1968
15
15
Subject 2, Session 14, 105, January, 1969
15
16
Subject 2, Session 15, 105, May, 1969
15
17
Subject 2, Session 22 #1, 105, circa June, 1971
15
18
Subject 2, Session 22 #2, 105, circa June, 1971
15
19
Subject 2, Session 22 #3, 105, circa June, 1971
15
20
Subject 2, Repeated miscues, 105, circa 1966-1971
15
21
Subject 2, Data computer printouts, 105, 1966-1976
15
22
Subject 3, omit, 106 B, February, 1966
15
23
Subject 3, Session 1, 106 C, March, 1966
15
24
Subject 3, Session 2, 106 D, April, 1966
15
25
Subject 3, Session 3, 106 E, May, 1966
15
26
Subject 3, omit, 106 F, June, 1966
15
27
Subject 3, omit, 106 G, September, 1966
box
folder
16
1
Subject 3, Session 4, 106 H, October, 1966
16
2
Subject 3, Session 5, 106 I, November, 1966
16
3
Subject 3, Session 9, 106, November, 1967
16
4
Subject 3, Session 10, 106, January, 1968
16
5
Subject 3, Session 12, 106, May, 1968
16
6
Subject 3, Session 13, 106, November, 1968
16
7
Subject 3, Session 14, 106, January, 1969
16
8
Subject 3, Session 15, 106, May, 1969
16
9
Subject 3, Session 16, 106, November, 1969
16
10
Subject 3, omit, 106, January, 1970
16
11
Subject 3, Session 18, 106, May, 1970
16
12
Subject 3, Session 19, 106, November, 1970
16
13
Subject 3, Session 20, 106, January, 1971
16
14
Subject 3, Session 22, 106, June, 1971
16
15
Subject 3, Repeated miscues, 106, circa 1966-1971
16
16
Subject 3, Dialect sessions binder, 106, circa January, 1966-May, 1972
16
17
Subject 3, Data computer printouts, 106, 1966-1976
16
18
Subject 4, omit, 104 A, January, 1966
16
19
Subject 4, omit, 104 B, February, 1966
16
20
Subject 4, Session 1, 104 C, March, 1966
16
21
Subject 4, omit, 104 D, April, 1966
16
22
Subject 4, Session 2, 104 E, May, 1966
16
23
Subject 4, Session 3, 104 F, June, 1966
box
folder
17
1
Subject 4, omit, 104 G, September, 1966
17
2
Subject 4, Session 4, 104 H, October, 1966
17
3
Subject 4, Session 5, 104 I, November, 1966
17
4
Subject 4, Session 6, 104, January, 1967
17
5
Subject 4, Session 7, 104, March, 1967
17
6
Subject 4, Session 8, 104, May, 1967
17
7
Subject 4, Session 9, 104, November, 1967
17
8
Subject 4, Session 11, 104, March, 1968
17
9
Subject 4, Session 12, 104, May, 1968
17
10
Subject 4, Session 17, 104, March, 1970
17
11
Subject 4, Session 18, 104, May, 1970
17
12
Subject 4, Session 19, 104, November, 1970
17
13
Subject 4, Session 22, 104, May, 1972
17
14
Subject 4, Repeated miscues, 104, circa 1966-1971
17
15
Subject 4, Dialect sessions binder, 104, circa January, 1966-May, 1972
17
16
Subject 4, Data computer printouts, 104, 1966-1976
This subseries contains the fewest number of files. Individual subject files are not present. Included is documentation, some photographic slides, and a cassette tape.
box
folder
28
2
Data and project methods, 1969-1973
28
3
Final project report, June, 1973
28
4
First year, RMI, 1970-1971
28
5
Proposals and reports, 1971-1973
28
6
Television script for presentation, Cajon Valley Union School District, State Department of Education, 1973
This subseries contains materials associated with the Reading Unlimited Series, a reading system designed by Scott Foresman Books that helps teach children how to read. It was comprised of several advancing levels.
Kenneth Goodman served as a consultant and researcher for the reading system, testing unnamed children subjects on potential materials for use. The files contained are solely reports on reading testing with some correspondence as well as promotional materials.
box
folder
30
2
Pupil books reports, levels 5-8, undated
30
3-4
Pupil books reports, levels 9-13, circa 1970
30
5-7
Pupil books reports, level 14-16, undated
30
8
Pupil books reports, level 17, circa 1971-1972
30
9-10
Pupil books reports, level 18-19, undated
30
11
Pupil books reports, level 20, circa 1972
30
12
Pupil books reports, level 21, undated
30
13-14
Pupil books reports, level 22-23, 1973
box
folder
31
1
Pupil books reports, level 24, circa 1972
31
2-4
Pupil books reports, level 25-27, undated
31
5
Pupil books reports, rejected, circa 1969-1976
31
6
Revision reports, levels 1-4, circa 1973-1975
31
7
Revision reports, levels 5-8, circa 1975
31
8-10
Revision reports, levels 9-18, circa 1974-1975
31
11
Revision reports, levels 19-21, circa 1975
31
12
Scott, Foresman and Company correspondence, 1969-1976
31
13
Scott Foresman Reading Systems media information, November 29, 1970
box
folder
32
1
Studybook reports, level 4, circa 1971
32
2-4
Studybook reports, level 5-7, undated
32
5
Studybook reports, level 8, circa 1971
32
6-14
Studybook reports, level 9-18, undated
32
15
Studybook reports, level 19, circa 1972
32
16
Studybook reports, level 20, circa 1973
box
folder
33
1
Studybook reports, level 21, undated
33
2
Studybook reports, level 22, circa 1973
33
3
Studybook reports, level 23, undated
33
4
Studybook reports, level 24, circa 1973-1974
33
5
Studybook reports, level 25, undated
33
6
Table of contents, levels 1-21, undated
box
folder
34
1
Texan Chicano dialect general information, 1974-1975
This subseries contains materials associated with a large-scale research project that identified reading miscues of subjects with English dialects. There are 8 regional dialect groups of subjects, all of them being children in 2nd through 6th grade for each group. Each dialect group is accompanied by a general information file. Much documentation exists about the raw data, miscue coding used, as well as the original research proposals for funding. Each audio tape reel is labeled with a first name and initial, both of which are redacted in this finding aid.
Over 200 audio tape reels are included along with a couple of video tapes and several archival-quality access copy compact discs.
box
folder
34
2-6
T-101 to T-105, 2nd grade, 1974
34
7
T-106, 2nd grade, 1973
34
8-9
T-107 to T-108, 2nd grade, 1974
34
10
T-110, 2nd grade, undated
34
11-12
T-111 to T-112, 4th grade, 1974
34
13-14
T-113 to T-114, 4th grade, 1973-1974
34
15
T-115, 4th grade, 1974
34
16
T-116, 4th grade, circa 1974
34
17
T-117, 4th grade, 1973
box
folder
35
1
T-118, 4th grade, circa 1974
35
2
T-119, 4th grade, 1973-1974
35
3
T-120, 4th grade, circa 1974
35
4
T-121, 6th grade, circa 1974
35
5
T-122, 6th grade, 1973
35
6-8
T-123 to T-125, 6th grade, 1973-1974
35
9
T-126, 6th grade, 1974-1975
35
10
T-127, 6th grade, 1973-1974
35
11
T-128, 6th grade, 1974
box
folder
36
1-2
T-129 to T-130, 6th grade, 1973-1974
36
3
T-132, 4th grade, circa 1974
36
4
Downeast Maine dialect general information, 1973-1975
36
5-14
D-201 to D-210, 3rd grade, 1973-1975
36
15-20
D-211 to D-216, 4th grade, circa 1973
box
folder
37
1-4
D-217 to D-220, 1973-1975
37
5-14
D-221 to D-230, 6th grade, 1973-1974
37
15
Port Gibson Black dialect general information, 1973
37
16-22
M-301 to M-308, 2nd grade, 1972-1974
box
folder
38
1-2
M-309 to M-310, 2nd grade, 1973
38
3-12
M-311 to M-320, 4th grade, 1973-1974
38
13-18
M-321 to M-326, 6th grade, 1973-1974
box
folder
39
1-5
M-327 to M-331, 6th grade, 1973-1974
39
6
Appalachian white dialect general information, 1974
39
7
Appalachian dialect features, undated
39
8-17
Ap-401 to Ap-410, 2nd grade, 1973-1974
39
18-22
Ap-411 to Ap-415, 4th grade, 1973-1974
box
folder
40
1-5
Ap-416 to Ap-420, 4th grade, 1973-1974
40
6-16
Ap-421 to Ap-431, 6th grade, 1973-1974
40
17
Ap-432, 4th grade, 1973-1974
40
18
Ap-433, 2nd grade, 1973-1974
box
folder
41
1
Ap-434, 4th grade, 1973-1974
41
2
Ap-435, 2nd grade, 1973-1974
41
3
Ap-436, 6th grade, 1973-1974
41
4
Ap-437, 4th grade, 1973-1974
41
5
Navaho dialect general information, 1973
41
6-15
N-501 to N-510, 2nd grade, 1973
41
16-23
N-511 to N-518, 4th grade, 1973-1975
box
folder
42
1
N-519, 4th grade, 1973-1974
42
2
N-520, 4th grade, 1973-1975
42
3-13
N-521 to N-531, 6th grade, 1973-1975
42
14-16
Ar-601 to Ar-603, 2nd grade, 1973
box
folder
43
1-7
Ar-604 to Ar-610, 2nd grade, 1973-1974
43
8-17
Ar-611 to Ar-620, 4th grade, 1973-1974
43
18-19
Ar-621 to Ar-622, 6th grade, 1973-1975
box
folder
44
1-8
Ar-623 to Ar-630, 6th grade, 1973-1975
44
9
Ar-631 Ali H., 2nd grade, 1973-1975
44
10-18
HS-701 to HS-710, 2nd grade, 1973-1975
box
folder
45
1-10
HS-711 to HS-720, 4th grade, 1973-1974
45
11-14
HS-721 to HS-724, 6th grade, 1973-1974
box
folder
46
1-4
HS-725 to HS-730, 6th grade, 1973-1975
46
5-14
HP-801 to HP-810, 2nd grade, 1973-1974
46
15-18
HP-811 to HP-814, 4th grade, 1973-1974
box
folder
47
1-6
HP-815 to HP-820, 4th grade, 1973-1974
47
7-15
HP-821 to HP-830, 6th grade, 1973-1974
47
16
Alaskan Eskimo dialect general information, 1973
47
17
Appalachian dialect 4th grader retellings, circa 1973-1974
box
folder
48
1
Appalachian dialect research notes, undated
48
2
Application for federal grants, 1973
48
3
Arabic general information, circa 1973-1974
48
4
Arabic research notes, circa 1966-1974
48
5
Checklist of materials used for each visitation, undated
48
6
Data, Ap, 2nd grade, undated
48
7
Data, Ap, 4th grade, undated
48
8
Data, Ap, 6th grade, undated
48
9
Data, Ar, 2nd grade, undated
48
10
Data, Ar, 4th grade, undated
48
11
Data, Ar, 6th grade, undated
48
12
Data, D, 2nd grade, undated
48
13
Data, D, 4th grade, undated
48
14
Data, D, 6th grade, undated
48
15
Data, HP, 2nd grade, undated
48
16
Data, HP, 4th grade, undated
48
17
Data, HP, 6th grade, undated
box
folder
49
1
Data, HS, 4th grade, undated
49
2
Data, HS, 6th grade, undated
49
3
Data, M, 2nd grade, undated
49
4
Data, M, 4th grade, undated
49
5
Data, M, 6th grade, undated
49
6
Data, N, 4th grade, undated
49
7
Data, N, 6th grade, undated
49
8
Data, T, 2nd grade, undated
49
9
Data, T, 4th grade, undated
49
10
Data, T, 6th grade, undated
49
11
Data sheets and graphs, undated
box
folder
50
1
Dialect groups data computer printouts, 1974-1975
50
2
Final report, National Institute of Education, August, 1978
50
3
General statistics and other data, undated
50
4
Grammatical function and text coding, Appalachian stories, circa 1974
50
5
Grammatical function and text coding, Arabic stories, circa 1974
50
6
Grammatical function and text coding, Maine stories, circa 1974
50
7
Grammatical function and text coding, Mississippi stories, circa 1974
50
8
Grammatical function and text coding, Navaho stories, circa 1974
50
9
Grammatical function and text coding, Pidgen/Samoan stories, circa 1974
50
10
Grammatical function and text coding, Spanish stories, circa 1974
50
11
Guide to tape listening, Port Gibson, Massachusetts, March, 1973
50
12
Hawaiian literature search, circa 1968-1974
50
13
Hawaiian-Pidgin general information, 1973
box
folder
51
1
Hawaiian-Samoan general information, circa 1973
51
2
List of students selected for in-depth analysis, circa 1970-1972
51
3
Literature review notes, undated
51
4
Maine dialect research notes, circa 1973
51
5
Maine dialect subjects and research notes, circa 1975
51
6
Miscellaneous data and procedures, undated
51
7
Miscue data, April, 1979
51
8
Miscues and non-English speaking background notes, undated
51
9
Navaho dialect research notes, circa 1966-1974
51
10
Navaho Reading Miscue research proposal, Wayne State University, Detroit, Michigan, November, 1972
51
11
National Institute of Education correspondence, 1970-1975
51
12
Notes, undated
51
13
Partials, 4th grade, undated
51
14
Peripheral field research report notes, undated
51
15
Port Gibson, Massachusetts research project, February, 1973
51
16
Proposal, National Institute of Education, circa March, 1973 (1 of 2)
box
folder
52
1
Proposal, National Institute of Education, circa March, 1973 (2 of 2)
52
2
Rejected research proposal, circa 1972
52
3
Research proposal, National Institute of Education, February 15, 1973
52
4
Rural Massachusetts Black dialect features, undated
52
5
Spanish-speakers, undated
52
6
Staff meeting notes, 1973-1975
52
7
Stories read by dialect groups, 1973-1975
52
8
Texan-Chicano dialect features, undated
box
folder
53
1-34
73-T-001 to 74-T-033, magnetic tape reel, 1973-1974
53
35-54
73-DE-001 to 73-DE-020, magnetic tape reel, 1973
box
folder
54
1-29
73-DE-021 to 73-M-023, magnetic tape reel, 1973
54
30-52
73-Ap-001 to 73-Ap-023, magnetic tape reel, 1973
box
folder
55
1-4
73-Ap-024 to 73-Ap-027, magnetic tape reel, 1973
55
5
73-Ap-Adults, magnetic tape reel, 1973
55
6-32
73-N-001 to 73-N-027, magnetic tape reel, 1973
55
33-53
73-Ar-001 to 73-Ar-021, magnetic tape reel, 1973
55
54-57
N-73-UTR-001 to N-73-UTR-003, video tape, 1973
box
folder
56
1-5
73-Ar-022 to 73-Ar-026, magnetic tape reel, 1973
56
6-44
HP-73-001 to HS-73-019, magnetic tape reel, 1973
56
45
Bag of access copy compact discs (archival-quality), undated
This subseries contains materials associated with a research project that identified the development of literacy in preschool children, or how they learn to read. Four populations of subjects were used and identified as tasks 1 through 4. These populations were located at the Mary Subject 10 Center YWCA in Tucson, Arizona; Sells, Arizona (Papago); and Bisbee, Arizona (Anglo and Spanish-speaking). Spanish text is present in Task 4. This research project was known as the Print Awareness Study colloquially to the Goodmans. This subseries is organized chronologically by subject identifiers. Names redacted in finding aid.
Over 50 tape cassettes are included as well as a dozen audio tape reels and over 25 video tape reels.
box
folder
58
1-2
77-PA-010 to 77-PA-011, completed tasks, 1977
58
3-8
79-PAP-013 to 79-PAP-018, 1981
box
folder
59
1-5
79-PAP-019 to 79-PAP-023, 1981
59
6
79-BSP-024, 1979
box
folder
60
1-10
79-BSP-025 to 79-BSP-034, 1979
60
11
The Acquisition of Literacy in Preschool Children application, 1976
60
12
Book handling in Greek, undated
60
13
Book handling scoring, undated
60
14
Children, Their Language and World: Initial Encounters with Print, Harste, Burke, Woodward, 1979-1980
60
15
Coding directions, categories and observations, undated
60
16
Format for Print Awareness transcription, undated
60
17
Grant application, Center for Expansion of Language and Thinking, National Institute of Education, October, 1978
60
18
List of Papago Indian subjects, Bisbee subjects; signed permission forms, 1979
60
19
Print Awareness proposal, National Institute of Education, circa July, 1979-August, 1979
box
folder
61
1
Notes, items for research project PA, undated
61
2
Observer sheet copies, undated
61
3
Permission letters (forms) for Print Awareness, Indian Oasis School District, undated
61
4
Personal data sheet, undated
61
5
Preschoolers' reactions to print (development of form), circa 1975
61
6
Print Awareness findings, circa 1980
61
7
Print Awareness findings and presentation materials, undated
61
8
Print Awareness general information, circa 1977-1985
61
9
Print Awareness in Pre-School Children: A Working Paper, September, 1981
61
10
Print Awareness item list, undated
61
11
Print Awareness items, circa 1977-1979
61
12
Print Awareness labels materials, undated
61
13
Print Awareness notes on findings, circa 1980
61
14
Print Awareness proposal, circa 1980
61
15
Print Awareness report and proposal, circa 1976-1980
61
16
Print Awareness samples for Navajo children, undated
61
17
Print Awareness study data collection, circa 1977
61
18
Print Awareness study don'ts, November 1, 1976
61
19
Print Awareness study notes, undated
61
20
Print Awareness transcription records, circa 1979
61
21
Procedures for Interactors, undated
61
22
Research proposal/funding letter, undated
61
23
Signs of the Environment Taxonomy, Goodman, Bird, Haussler, and Altwerger, 1980
61
24
Task descriptions (task 5, 6 Spanish-translated), circa 1979-1980
61
25
Techniques for collecting literacy events from young children, circa 1980
This subseries contains materials associated with a two-year research project that observed how Tohono O’Odham 3rd and 4th grade children learned to read and write. Individual subjects each have numerous folder files, organized chronologically by the sessions the researchers had with them. Each of the 11 subjects has an average of 20 to 30 session files. Project documentation includes interviews, correspondence, some parent-child permission forms, data analysis, and children that were interviewed but not included as official research subjects. Names redacted from finding aid and replaced with Subject 1-15.
Media includes over 25 tape cassettes, 50 audio tape reels, and 40 VHS cassettes.
This subseries contains materials associated with a research project studying the reading differences between good and poor readers in 7th grade through retrospective miscue analysis.
“Reading Miscue Inventory will be used as pre and post measurements to note growth in reading proficiency. Interpretive evaluation of the Retrospective Miscue Analysis data will provide insight into readers’ self-reflection about the reading process and information about metalinguistic knowledge.”
This research project was completed at Pistor Middle School in the Tucson Unified School District in Tucson, Arizona. Media includes over 200 tape cassettes and a few audio tape reels. Tape cassettes include preliminary and closing interviews for each individual subject, and both reading and analysis of subjects’ reading miscues. Names are redacted in finding aid and replaced with Subject numbers.
R124.08 Subject 16, Mouse & Motorcycle (II), May 18, 1990
96
18
R124.10 Subject 16, Mouse & Motorcycle (III), May 23, 1990
96
19
R124.11 Subject 16, Mouse & Motorcycle (IV), May 24, 1990
96
20
R124.12 Subject 16, CRMA, undated
96
21
R124.12 Subject 16, Anita's Gift, June 4, 1990
96
22
R124.13 Subject 16, Anita's Gift: retelling, June 4, 1990
96
23
R124.13 Subject 16, Procedure III statistics, October 19, 1989
96
24
R124.20x Subject 16, Spring closing interview, June 1, 1990
96
25
R124 Subject 16, readings from Fall, 1990
96
26
R124.30 Subject 16, From Cave Paintings to Alphabet, November 26, 1990
96
27
R124.30x Subject 16, Fall closing interview, December, 1990
96
28
R125/JO Subject 17, October, 1989-June, 1990
96
29
R126/JO Subject 18, 3 readings, January, 1990
96
30
R133 RMA classroom lecture and discussion, April, 1990
96
31
The Analysis of Teacher-Student Oral Interactions During RMA Sessions: Developing Language About Reading grant proposal, National Council of Teachers of English, 1999
96
32
Interim report, National Council of Teachers of English Research Foundation grant, 1990
96
33
Jumanji retelling, 1981
box
folder
97
1
Miscellaneous research, circa October, 1989-February, 1990
97
2
National Council of Teachers of English correspondence and support letters, 1989-1990
97
3
National Council of Teachers of English grant ending, budget summaries and expenditures, 1989-1990
97
4
National Council of Teachers of English research proposal and reports, 1989-1991
97
5
ORCA typescript and final report, circa 1990
97
6
Parent permission form (Spanish), blank, circa 1989
97
7
Research correspondence, National Council of Teachers of English and Pistor Middle School, 1989
97
8
RMA research, circa October, 1986-November, 1990
97
9
RMI In Process: Parks vs. People, undated
97
10
RMI In Process: Spider, undated
97
11
Session organizer, circa October, 1989-January, 1990
97
12
Test scores, 1990
97
13
Tucson Unified School District permission forms, 1989-1990
box
folder
98
1-17
R102, 17 audio cassettes, October 10, 1989 to May 30, 1990
box
folder
99
1-9
R102, 9 audio cassettes, October 4, 1990 to January 8, 1991
99
10-17
R103, 8 audio cassettes, January 18, 1990 to April 4, 1990
box
folder
100
1-15
R103, 15 audio cassettes, April 5, 1990 to December 6, 1990
100
16
R104.JL.01, audio cassette, interview, October 11, 1989
This subseries contains files for subjects studied individually on a case-by-case basis. Files are arranged alphabetically by subject name. Name redacted in finding aid and replaced with subject numbers.
Media includes 70 tape cassettes with some compact discs, floppy disks, and VHS cassettes.
box
folder
112
2
Subject 1, The Man Who Kept House miscues sheet, circa 1994
112
3
Subject 1, Mrs. Gorf reading, 1994
112
4
Subject 1, Mrs. Jewls reading, 1994
112
5
Subject 1, Nate the Great reading, 1994
112
6
Subject 1, Reading interview, 1994
112
7
Subject 2, All forms, undated
112
8
Subject 2, The Man Who Kept House, undated
112
9
Subject 2, Procedure III complete, undated
112
10
Subject 2, Unaided and aided retelling, undated
112
11
Subject 3, Listening to Subject 3 Read: Perceptions and Analyses from Six Perspectives, National Reading Conference Yearbook, 1999
112
12
Subject 3, Man Who Kept House original text, undated
112
13
Subject 3, Original markings of retellings, 1998
112
14
Subject 3, Statistical analysis, circa 1998
112
15
Subject 3, Subject release form and overview, 1998
112
16
Subject 3, Unaided and aided retelling, 1998
112
17
Subject 4, The Man Who Kept House reading and retelling, 1998
112
18
Forms, undated
112
19
Subject 5, Miscue analysis and procedure form, undated
112
20
Subject 5, The Stonecutter markings, undated
112
21
Subject 5, The Stonecutter original text, undated
112
22
Subject 5, The Stonecutter retelling, undated
112
23
Subject 6, Bill Evers, circa 1994
112
24
Subject 6, Cam Jansen original text, undated
112
25
Subject 6, Cookies reading, 1994
112
26
Subject 6, I'm the King of the Mountain reading, 1994
112
27
Subject 6, It Didn't Frighten Me reading, circa 1994
112
28
Subject 6, The Man Who Kept House reading and retelling, 1994
112
29
Subject 6, Reading interview, 1994
112
30
Subject 7, The Man Who Kept House, Space Pet reading and retelling, 1994-1995
112
31
Subject 7, Miscue analysis, 1995
112
32
Procedure I patterns, undated
112
33
Subject 8, The Man Who Kept House reading and retelling, 1999-2000
box
folder
113
1
Subject 9, Subject 2 miscues discussion, November 24, 1993
113
2
Subject 9, Field notes, Sessions 1-8, 1993-1994
113
3
Subject 9, Subject 5 - The Stonecutter listening and discussion, undated
113
4
Subject 9, Interview transcripts, 1993-1994
113
5
Subject 9, Research presentation transparencies binder, 1992-1994
113
6
Subject 9, RMA original data binder, 1991-1994 (1 of 3)
113
7
Subject 9, RMA original data binder, 1991-1994 (2 of 3)
113
8
Subject 9, RMA original data binder, 1991-1994 (3 of 3)
box
folder
114
1
Subject 1, RMI, Bill Evers, audio cassette, January 25, 1994
114
2
Subject 1, RMA, The Man Who Kept House, audio cassette, January 25, 1994
114
3
Subject 1, RMA, Bill Evers and the Tigers, audio cassette, February 2, 1994
114
4
Subject 1, RMI, Nate the Great, audio cassette, February 16, 1994-February 23, 1994
114
5
Subject 1, RMA, Nate the Great, audio cassette, February 23, 1994
114
6
Subject 1, audio cassette, March 1, 1994
114
7
Subject 1, RMA, RMI, Lucky Baseball Bat, audio cassette, March 8, 1994
114
8
Subject 1, Name of the Tree, audio cassette, March 16, 1994
114
9
Subject 1, RMA, Name of the Tree, audio cassette, March 22, 1994
114
10
Subject 1, RMI, Mrs. Gorf, audio cassette, April 6, 1994
This series is divided into 6 individual subseries and is arranged by subject matter. Each subseries is arranged either alphabetically or chronologically. Materials comprise mostly of paper document files with some newspaper clippings and photographs as well.
This subseries contains correspondence both incoming and outgoing with various individuals and professional organizations. This subseries is organized alphabetically.
box
folder
119
2
A, 1978-1989
119
3
A, 1979-1992
119
4
A, 1985-2003
119
5
AB 803 grant, Alhambra Model Technology Schools Project, 1987
This subseries primarily contains the unpublished writings of Kenneth and Yetta Goodman. Some published writings are present as well as presentations and addresses held at professional meetings transcribed into writing.
Also included at the beginning of the subseries are uncredited short stories, some of which were used in the reading miscue research projects. This subseries is organized alphabetically.
box
folder
131
2
#4, Go, Jimmy, Go, undated
131
3
#5, Ride, Pepper!, undated
131
4
#6, Pepper, undated
131
5
#7, Sue, undated
131
6
#8, Look Here, 1963
131
7
#9, Here We Go, 1963
131
8
#10, Ride In, 1963
131
9
#11, See Pepper, 1963
131
10
#12, Up and Down, 1963
131
11
#13, For Jimmy and Sue, 1963
131
12
#14, A Ride, 1963
131
13
#15, Look for a Toy, 1963
131
14
#16, See Pepper Go, 1963
131
15
#17, A Toy for Pepper, 1963
131
16
#18, Stop and Go, 1963
131
17
#19, A Ride, 1963
131
18
#20, Fun for Pepper, 1963
131
19
#21, The Big Jump, 1963
131
20
#22, Little Monkey, 1963, 1971
131
21
#23, Down the Hill, 1963
131
22
#24, Little Freddie, 1963
131
23
#25, The New Doll, 1963
131
24
#26, Two New Hats, 1963-1965
131
25
#27, Too Soon for Freddie, 1963
131
26
#28, The Big Surprise, 1963
131
27
#29, A Lot to Tell, 1963, 1971
131
28
#30, Fun in the Snow, 1963, 1971
131
29
#31, The End, undated
131
30
#32, This is My Family, undated
131
31
#33, What is Big?, 1966
131
32
#34, The 3 Billy Goats Gruff, 1966
131
33
#35, Old Father Fish, 1965
131
34
#36, A River Man, 1965
131
35
#37, Halloween on the River, 1965
131
36
#38, The Kitten That Traveled, 1965
131
37
#39, A Busy River, 1965
131
38
#40, Home at Last, 1963
131
39
#41, Moving Day, 1963
131
40
#42, Bozo, 1963
131
41
#43, No Room for a Dog, 1963
131
42
#44, Kitten Jones, 1965
131
43
#45, The Runaway Tree, 1963
131
44
#46, Let's Make Gus Smile, 1965
131
45
#47, Billy Whitemoon, 1965
131
46
#48, Seven at One Blow, 1963
131
47
#49, Andre's Secret, 1963
131
48
#50, Travel, 1963
131
49
#51, Freddie Miller, Scientist, 1965
131
50
#52, Daniel and the Lions, 1965
131
51
#53, My Brother is a Genius, 1963
131
52
#54, History of the Hot Dog, 1967
131
53
#55, Dr. Frick, 1967
box
folder
132
1
#56, Your Day, undated
132
2
#57, How Big is BIG?, undated
132
3
#58, How to Be a Nature Detective, 1958
132
4
#59, Sheep Dog, 1966
132
5
#60, Poison, 1953, 1971
132
6
#61, Why We Need a Generation Gap, 1970
132
7
#64, Wolves in Our Wanigan, undated
132
8
#67, Ah See and the Spooky House, 1973
132
9
#68, Henry's Choice, 1971
132
10
#69, The Royal Race, 1966
132
11
#70, Ghost of the Lagoon, 1967
132
12
#71, Clever Turtle, 1971
132
13
#72, Little Brown Hen, undated
132
14
#73, Roughing It, 1973
132
15
#74, Old Ben Bailey Meets His Match, 1972
132
16
#75, Sweet Patootie Doll, 1957
132
17
#76, Cat Fight, undated
132
18
#77, And Now Miguel, 1973
132
19
#78, A Puppy Named Gih, 1957
132
20
#79, Innatuk's Friend, 1968
132
21
#81, Sing Down the Moon, 1973
132
22
#82, The Sky Dog, 1969
132
23
#83, Salt Boy, 1968
132
24
#84, Two Against the Sea, 1958
132
25
#85, Sancho, 1972
132
26
#86, My Name is Miguel, 1966
box
folder
133
1
#87, Mr. Moonlight and Omar, 1963
133
2
#88, Fareedah's Carpet, 1966
133
3
Adult Literacy Center, circa 1990
133
4
An Analysis of Miscues, February, 1969
133
5
An Analysis of Text Features in Conjunction with Miscue Data, 1980-1981
133
6
Analysis of a Theory of Intellectual Development, December, 1963
133
7
And Good Luck to Your Boy, undated
133
8
Basal Readers, 1986
133
9
The Basics of Reading Unlimited, 1975-1976
133
10
Beginning Reading Instruction, October 27, 1981
133
11
A Brief Outline of Purposes, Need and Organization, Multi-Disciplinary Urban Reading Research Institute, January 23, 1969
133
12
A Brief Summary of the Communicative Theory of Reading, undated
133
13
British Broadcasting Company Scripts Horizon program, 1986-1987
133
14
California, Whole Language and the National Assessment of Educational Progress, June 26, 1997
133
15
Celebrate Literacy, presidential address, International Reading Association, Chicago, Illinois, April 27, 1982
133
16
Center for Expansion of Language and Thinking Comprehension Project: Reading Comprehension in the Middle Grades, undated
133
17
City College Workshop Center transcript, 1981
133
18
Corporal Punishment, undated
133
19
Curriculum Development and Supplemental Materials Commission, March 20, 1974
133
20
Detroit Task Force reading presentation, April 10, 1974
133
21
Early research master agenda, undated
133
22
Educar, como se enseña'a vivir, undated
133
23
Education linguistics notes, undated
133
24
End AIMS Absurdity or We'll End Up with a Rash of Dropouts, Arizona Daily Star, November 26, 1999
133
25
Equity and Quality, International Reading Association, May, 1984
box
folder
134
1
Extra stories, circa 1973-1980 (1 of 2)
134
2
Extra stories, circa 1973-1980 (2 of 2)
134
3
From the Strawman to the Tin Woodman: A Response to Mosenthal, 1977
134
4
Gloopy and Bit, undated
134
5
Goodman, Yetta interview, July 11, 1984
134
6
Graduate program, Yetta Goodman, 1963-1966
134
7
The Guessing Game Called Reading, undated
134
8
Help, Too!, undated
134
9
Helping Children Grow into Literacy, International Reading Association, Wellington, New Zealand, August, 1980
134
10
Hudelson, Sara interview, undated
134
11
In-Service Education in Language Arts and Readings, 1976
134
12
The Interrelationships Between Language Development and Learning to Read, undated
134
13
Irresponsible AIMS, Arizona Daily Star, October 28, 2001
134
14
Is the Linguistic Approach on Improvement in Reading Instruction?: Pro-Challenge, International Reading Association, Boston, Massachusetts, April 27, 1968
134
15
John Henry, A.B., M.A., Ed.D., traditional tune lyrics, undated
134
16
Ken's notes, undated
134
17
Language Differences in School: A Center Proposal to the Up-tight Model, National Conference on Research in English, Milwaukee, Minnesota, November, 1968
134
18
Linguistics and the English Language Arts, Summer Institute, Linguistics and the Skills of Literacy, Chicago Teachers College North, June 30, 1964
134
19
List of unused stories, Wayne State University, 1957-1973
134
20
Literacy for the New Millennium, undated
134
21
Literacy and Biliteracy in the Bilingual Classroom, February, 1990
134
22
Making Sense of All Kinds of Print, 4th Pan-African Reading Conference, Ezulwini, Swaziland, August, 2005
134
23
Marlup, undated
134
24
Master copies of selected story retelling outlines, circa 1973
134
25
May You Live in Interesting Times: A Chinese Curse, December 19, 1995
box
folder
135
1
Metalinguistic Knowledge Expressed by Readers and Writers in Extant Data Bases, 1991
135
2
Micronesian workshops, Reading in Vernacular Languages notes, 1984
135
3
Miscue Analysis Research Manual, 1970-1975
135
4
Miscues on Pronouns in Oral Reading, 1986
135
5
Model of reading and flow chart, undated
135
6
Musings About Teaching and Mentoring, Yetta M. Goodman, circa 1995
135
7
My Teacher and Student Celebration Day poem, January, 1987
135
8
The National Language and Literacy Project: A Teacher Education Project, 1984
135
9
National reports, Reading Today, November, 1985
135
10
National Center for Educational Resource Development supplement, undated
135
11
New Theory article, undated
135
12
Newspaper clippings, 1974-1988
135
13
Notes for presentations, undated
135
14
Numbered word lists, Wayne State University, undated
135
15
On Being Literate in an Age of Information, Journal of Reading, February, 1985
135
16
Phlat Earth Views and their Resistance to the Phacts, International Reading Association, St. Louis. Missouri, May, 1980
135
17
Pilot Studies on the Psycholinguistic Nature of the Reading Process, 1965-1968
135
18
The Politics of Literacy notes, 1986-1987
135
19
Position papers, June 16, 1972
135
20
Presentation outlines, Ken S. Goodman, circa 1988-1999
box
folder
136
1
Presidential address, International Reading Association, Chicago, Illinois, April 27, 1982
136
2
Press address, Reading Association Newsletter, Hong Kong, China, April, 1983
136
3
Priorities for the Elementary Education Department notes, 1977
136
4
The Process of Reading in Proficient Readers: A Partial Theoretical Model, undated
136
5
Proposal to the Reading faculty, Wayne State University, circa 1974
136
6
Prospectus for a Center on Teacher: Renewal in Language and Reading, Center on Language and Thinking in Education, undated
136
7
A Psycholinguistic Description of Observed Oral Reading Phenomena in Selected Young Beginning Readers, International Reading Association, May 2, 1969
136
8
Purposes of an Elementary Language Arts Program with Related Topics Weighted as to Comparative Importance outline, undated
136
9
Questions About Children's Language and Literacy: An Interview with Kenneth S. Goodman, University of Montreal, undated
136
10
Reader Meets Author/Bridging the Gap, Foreword, January 13, 1982
136
11
Reading as Information Processing, undated
136
12
Reading Miscues: Windows on the Psycholinguistic Guessing Game, Current Contents, February 6, 1989
136
13
The Reading Process in Normal Children, Santiago, Chile, March 24, 1979
136
14
Report on My Trip to Santiago, Chilean Reading Program, 1967
136
15
Research plan, undated
136
16
Response to Kachru Rell guidelines, undated
136
17
Retrospective Miscue Analysis as an Instructional Strategy for At-Risk Readers in Secondary School Classrooms, 1989-1991
136
18
Revaluing Teachers and Learners: Advice to the Los Angeles Public Schools, January 17, 1989
136
19
S-B English Series: The Nature of Long (unpublished), Unit I, circa 1965
136
20
Seminar on Teaching Reading, Project Literacy, Cornell University, 1965
136
21
The Smart One, 2014
136
22
The Solution is the Risk: A Reply to the Report of the National Commission on Excellence in Education, June, 1983
136
23
Some Do's and Don'ts of Reading Instruction, undated
This subseries contains the personal calendars of Kenneth and Yetta Goodman. Calendars are bound and separated by year and include schedules, important dates as well as personal business. This subseries is organized chronologically.
This subseries contains files for destinations to which the Goodmans traveled to. Files include correspondence, photographs, conference materials, and other travel-related documents. Domestic and international travel is included as well as passports for the Goodmans. This subseries is organized alphabetically.
box
folder
140
2
Argentina, 1992-1999
140
3
Arizona, 1986-2003
140
4-5
Australia, 1987-1996
140
6-9
California, 1972-2003
140
10-11
Canada, 1972-1979
140
12-13
Canada, 1974-1985
140
14-15
Canada, 1986-2007
box
folder
141
1
China, 1989-1995
141
2
Colombia, 1991-2001
141
3
Colorado, 1974-1999
141
4
Connecticut, 1987-1995
141
5
Costa Rica, 2008
141
6
Czech Republic, 1996
141
7
Delaware, 1991
141
8
Denmark, 1986-1990
141
9
Dominican Republic, 1999
141
10
Ecuador, 2000-2002
141
11
England, 1982-2003
141
12
England, 1984-1985
141
13
Estonia, 2002
141
14
Fiji, 1993-1995
141
15
Finland, circa 1981
141
16
Florida, 1988-2002
141
17
Georgia, 1991-2002
141
18
Germany, 1992, 2007
141
19-20
Guatemala, 1995-2005
141
21
Hawaii, 1988-2000
141
22
Hungary, 2001, 2006
141
23
Idaho, 1986-1995
141
24-25
Illinois, 1973-2001
141
26
Indiana, 1975-2000
141
27
Iowa, 1980-2001
141
28
Israel, 1999-2000
141
29
Italy, 1987-1989
141
30
Japan, 1991
141
31
Kansas, 1993
141
32
Kazakhstan, 2001
box
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142
1
Kentucky, 1992
142
2
Louisiana, 1984-2001
142
3
Maine, 1989-2002
142
4
Massachusetts, 1990-1996
142
5
Mexico, 1980-2007
142
6-7
Michigan, 1969-2004
142
8
Minnesota, 1982-1996
142
9
Mississippi, 2000
142
10
Missouri, 1985-2004
142
11
Montana, 1995
142
12
Nebraska, 1985-2000
142
13
Nevada, 1990-1991
142
14
New Hampshire, 1992
142
15
New Jersey, 1994-2000
142
16
New Mexico, 1977-1998
142
17-18
New York, 1973-2002
142
19
New Zealand, 1980-2000
142
20
North Carolina, 1982-1997
142
21
Panama, 2002-2004
142
22
Passports, 1973-2014
142
23
Peru, 1996-1999
142
24
Philippines, 1980
142
25
Puerto Rico, 1987-1997
142
26
Scotland, 2001-2002
142
27
Singapore, April, 1994
142
28
Spain, 2003-2004
142
29
Sweden, circa 1990
142
30
Turkey, 1996-1997
142
31
Uruguay, 1999-2001
142
32
Venezuela, 1985-2006
box
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143
1
1st Whole Language Umbrella conference, St. Louis, Missouri, August, 1990
This subseries contains conference brochures, books, and program guides for conferences the Goodmans presented at. Materials relating to workshops held, personal items, and materials regarding CELT are also included. This subseries is organized alphabetically.
The Center for the Expansion of Language and Thinking (CELT), founded in 1972, is a nonprofit educational corporation, international in scope, whose members believe in the principles of education for democracy with a focus on natural language learning and inquiry. The members of CELT are dedicated to the improvement of education through a greater understanding of the relationship between language, thought, and learning.
box
folder
143
2
Arizona Young Authors Conference, 1976-1980
143
3
Arizona Young Authors Conference, 1984-1989 (1 of 3)
143
4
Arizona Young Authors Conference, 1984-1989 (2 of 3)
143
5
Arizona Young Authors Conference, 1984-1989 (3 of 3)
143
6
Arizona Young Authors Conference, March 13, 1990 (1 of 3)
box
folder
144
1
Arizona Young Authors Conference, March 13, 1990 (2 of 3)
144
2
Arizona Young Authors Conference, March 13, 1990 (3 of 3)
144
3
Arizona Young Authors Conference articles, undated
144
4
Arizona Young Authors Conference bookmaking, circa 1975
144
5
Arizona Young Authors Conference publicity, 1976-1986
144
6
Arizona Young Authors Conference Slide Tape Program, circa 1977
144
7
Arizona Young Authors Conference workshop, circa 1977-1978
box
folder
145
1
Authentic Events scrapbook, Camp Goodman, 1986
145
2
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1991
145
3
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1992
145
4
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1993
145
5
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1994
145
6
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1995
box
folder
146
1
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1995-1996
146
2
Bureau of Indian Affairs Whole Language workshop, University of Arizona, Tucson, Arizona, 1996
146
3
Bureau of Indian Affairs workshop, University of Arizona, Tucson, Arizona, 1997
146
4
Center for Expansion of Language and Thinking, Administrative, 1982, 1995
146
5
Center for Expansion of Language and Thinking, Adult readers, undated
146
6
Center for Expansion of Language and Thinking, Agendas and minutes for meetings, 1973-2008 (1 of 2)
146
7
Center for Expansion of Language and Thinking, Agendas and minutes for meetings, 1973-2008 (2 of 2)
146
8
Center for Expansion of Language and Thinking, Brochures, undated
146
9
Center for Expansion of Language and Thinking, By-laws, circa 2013
146
10
Center for Expansion of Language and Thinking, Center for the Study of Reading grant, 1981, 1989
146
11
Center for Expansion of Language and Thinking, Comprehension Project, National Institute of Education, R-74-0017, 1974-1976
146
12
Center for Expansion of Language and Thinking, Conference on Public Education, 1997-1998
146
13
Center for Expansion of Language and Thinking, Cooperative Equity Research Advancement grant, 1979
146
14
Center for Expansion of Language and Thinking, Crisis Hotline, 1990-1993
146
15
Center for Expansion of Language and Thinking, Dorothy Menosky memorial, 2012
146
16
Center for Expansion of Language and Thinking, E. Brooks Smith honoring correspondence, 1998
146
17
Center for Expansion of Language and Thinking, Fact sheets, 1997
box
folder
147
1
Center for Expansion of Language and Thinking, Important papers, 1976-2004
147
2
Center for Expansion of Language and Thinking, Initial Encounters With Print grant proposal, National Institute of Education, January, 1980
147
3
Center for Expansion of Language and Thinking, Newsletters, 1988-2004
147
4
Center for Expansion of Language and Thinking, Political advocacy guide, circa 1997-1998
147
5
Center for Expansion of Language and Thinking, Professional Development Center, 1990-1993
147
6
Center for Expansion of Language and Thinking, Reading Comprehension in Middle Grades, National Institute of Education, R-74-0140, 1974
147
7
Center for Expansion of Language and Thinking, Rejuvenation conferences, 1974-1999
147
8
Center for Expansion of Language and Thinking, San Francisco Unified School District contract, 1994
147
9
Center for Expansion of Language and Thinking, San Francisco Unified School District correspondence, 1994-1995
147
10
Center for Expansion of Language and Thinking, San Francisco Unified School District team listings and information, 1994-1995
box
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148
1
Center for Expansion of Language and Thinking, Sells, Arizona, 1978-1980
148
2
Center for Expansion of Language and Thinking, Stamp, undated
148
3
Center for Expansion of Language and Thinking, Teacher Education book, 1992-1994
148
4
Center for Expansion of Language and Thinking, Teacher Support Fund, 1983-2009
148
5
Center for Expansion of Language and Thinking, Timeline, 1998-2005
148
6
Center for Expansion of Language and Thinking, Whole Language as term correspondence, 2002, 2007
148
7
Center for Expansion of Language and Thinking, Workshops, projects, consultations, undated
148
8
Certificate awards, 1984-2011
148
9
Commencement program, Yetta Goodman, Wayne State University, Detroit, Michigan, December 19, 1967
box
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149
Conference books, program guides, November, 2004-April, 2006
box
folder
150
Conference books, program guides, April, 2006-February, 2009
box
folder
151
Conference books, program guides, November, 2010-December, 2011
box
folder
152
Conference books, program guides, April, 2012-May, 2014
box
folder
153
Conference books, program guides, July, 2014-June, 2015
box
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154
1-3
Conference brochures, 1968-1989
154
4
Critical Issues in Early Literacy conference, 2003-2004
154
5
Elva Knight Research Grant, 2006-2008
154
6
Family Haggadah newsletters, 1989-2013 (1 of 2)
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155
1
Family Haggadah newsletters, 1989-2013 (2 of 2)
155
2-4
Goodman Gazette newsletters, 1967-2009
155
5
Honorary Doctorate, Hofstra University, April, 2002-May, 2002
155
6
Impact Conferences and Concept of Impact Conferences, National Council of Teachers of English, International Reading Association, 1979-2009 (1 of 2)
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156
1
Impact Conferences and Concept of Impact Conferences, National Council of Teachers of English, International Reading Association, 1979-2009 (2 of 2)
Materials include articles from newspapers, magazines, and professional publications intended to aid Kenneth Goodman in his research for writing his book Phonics Phacts, published in 1993 by Heinemann. Some correspondence is also present. This subseries is organized chronologically.
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164
4
Why Johnny Still Can't Read, Rudolph Flesch, Family Circle, November 1, 1979
164
5
Schools Turn Out More Illiterates, G.K. Hodenfield, Phoenix Gazette, November 17, 1981
164
6
Maybe Kids Could Read If We Didn't Try So Hard to Teach Them, William Raspberry, Tucson Citizen, December 5, 1981
164
7
Johnny is Smarter Than You Think, G.K. Hodenfield, Austin American-Statesman, May 22, 1982
164
8
Reading Could Be Risky, W.D. Emrys Evans, The Times Educational Supplement, November 26, 1982
164
9
From Legos to Literacy, The Times Educational Supplement, April 5, 1985
164
10
Pamphlets for parents, Edmonton Public Schools, September, 1985
164
11
Debate Over Reading is Rekindled, Gene I. Maeroff, The New York Times, March 18, 1986
164
12
No Way to Teach, Frank Smith, The New York Times, October 25, 1986
164
13
Does Learning by Rote Stifle Motivation?, Fred M. Hechinger, The New York Times, October 28, 1986
164
14
Reading Method Lets Pupils Guess, Leah Y. Latimer, The Washington Post, November 29, 1986
164
15
Literacy Projects Uses the 'Whole Language' Method to Teach Reading, Durham Caldwell, The Boston Sunday Globe, March 8, 1987
164
16
Go Away, Dick and Jane, Sandra Salmans, November 5, 1988
164
17
Transforming Literacy Instruction, Nancy Leavitt Shanklin and Lynn K. Rhodes, Educational Leadership, Volume 46, Number 6, March, 1989
164
18
Real' Books Bump Reading Texts in Novel Teaching Approach, Melinda Voss, The Des Moines Sunday Register, April 16, 1989
164
19
Reading, Writing, Reminiscing, Leland B. Subject 6s, Teaching K-8, May, 1989
164
20
The Best of All Worlds, Judith M. Cochran, Instructor, May, 1989
164
21
Do Whole Language Teachers Have to Suffer?, Teachers Networking, Volume 9, Number 3, Spring, 1989
164
22
Making Sense of Whole Language, Irene C. Fountas and Irene L. Hannigan, Childhood Education, Spring, 1989
164
23
Illiteracy: An Incurable Disease or Education Malpractice?, William L. Armstrong, U.S. Senate Republican Policy Committee, September 13, 1989
164
24
Teaching Our Children to Read, Honorable Joseph E. Brennan, Congressional Record, October 23, 1989
164
25
Whole Language: Reading by Immersion, Subject 8 New Weld, The Boston Sunday Globe, January 7, 1990
164
26
New Age' Textbooks Pulled from Jackson School, Barbara Wilcox, The Stockton Record, February 1, 1990
164
27
Senate Approves Armstrong Amendments to Improve Literacy, February 6, 1990
164
28
From a 'Great Debate' to a Full-Scale War: Dispute Over Teaching Reading Heats Up, Robert Rothman, Education Week, March 21, 1990
164
29
Weighing Claims of 'Phonics First' Advocates, Connie Weaver, Education Week, March 28, 1990
164
30
Reading is the Civil Rights Issue of the '90s, Charlotte T. Iserbyt, AFA Journal, March, 1990
164
31
Advocates Square Off Over Literacy Approaches, Anne Meek, May, 1990
164
32
Whole Language' Approach Stresses Learning in Context, The Providence Sunday Journal, February 24, 1991
164
33
See Spot Run Away, Andrea Atkins, Child, February, 1991
164
34
Deborah McGriff: Reforming Detroit's Schools to Meet Demands of the Future, Detroit Free Press, July 12, 1991
164
35
The Whole Idea, Volume 1, Number 4, Summer, 1991
164
36
Why Can't They Be Like We Were?, Gerald W. Bracey, Phi Delta Kappan, October, 1991
164
37
Whole Language Tops Board Agenda, Waynesboro, Georgia, January 16, 1992
164
38
Subject 6ny Will Read - Period, Ricki Morell, The Charlotte Observer, February 23, 1992
164
39
Learning to Read: The Never-Ending Debate, Frank Smith, Phi Delta Kappan, February, 1992
164
40
Failing Grades for Textbooks, Diane Manuel, The Boston Sunday Globe, March 1, 1992
164
41
Teaching Reading: Are Our Schools Failing the Test?, Lynne Ainsworth, Toronto Star, April 23, 1992
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1
America 2000, Jason Kirkpatrick, Z Magazine, May, 1992
165
2
Dr. Chall and Friends on Reading Instruction, August 26, 1992
165
3
Nu Waz for Kidz tu Lern Rdn, Rtn, Thomas Toch, U.S. News & World Report, September 14, 1992
165
4
Language Arts Female Scholars, 1992-1998 (1 of 2)
165
5
Language Arts Female Scholars, 1992-1998 (2 of 2)
165
6
Fighting Over Reading, Joseph Berger, The New York Times, November, 1993
165
7
International Report Card Shows U.S. Schools Work, William Celis 3d, The New York Times, December 9, 1993
165
8
Fifth Column: Education, Andrew Nikiforuk, The Globe and Mail, February 11, 1994
165
9
Georgia Teacher Ignores Silence Law, Is Suspended, Arizona Daily Star, August 24, 1994
165
10
Combating the Radical Right, Nadine Barlow, October, 1994
165
11
Words of Wisdom, Sue MacDonald, The Cincinnati Enquirer, November 2, 1994
165
12
Inventive Spelling Isn't Pretty, But It Works, Barbara F. Meltz, The Boston Globe, November 10, 1994
165
13
National Standards Won't Guarantee More Learned Students, Carol Jago, The Outlook, November 28, 1994
165
14
Hooked on Phonics Agrees to FTC Advertising Rules, Aaron Nathans, December 15, 1994
165
15
The Great Debate: Revisited, Art Levine, The Atlantic Monthly, December, 1994
165
16
Hooked on Phonics, 1994-2002
165
17
Schools' Method Spells Debate, Yamil Berard, Fort Worth Star-Telegram, January 15, 1995
165
18
Teens Make Reading Fun for Kids, Sue MacDonald, The Cincinnati Enquirer, January 31, 1995
165
19
Miami Program Aims to Help Increase Local Literacy, Ginger McLaughlin, The Miami Student, Oxford, Ohio, February 7, 1995
165
20
Influenced by Fantasy Posing as Fact, Allen Berger, The Cincinnati Enquirer, February 8, 1995
165
21
Principals Take the Pulse of Standards Movement, Joanna Richardson, Education Week, February 15, 1995
165
22
Debate Over How to Teach Turns Ugly, Margaret Trimer-Hartley and Joan Richardson, Detroit Free Press, March 16, 1995
165
23
State's Reading, Math Reforms Under Review as Scores Fall, Richard Lee Colvin, Los Angeles Times, March 23, 1995
165
24
California Flunks Again, Debra Saunders, San Francisco Chronicle, March, 1995
165
25
Different Drummers, David Ruenzel, Education Week, April 19, 1995
165
26
Statement of Emerson J. Elliot, National Assessment of Educational Progress, Washington, D.C., April 27, 1995
165
27
Teaching Debate Divides Districts, Yamil Berard and Bill Bowen, Fort Worth Star-Telegram, May 4, 1995
165
28
Read All About It, Cecil Adams, Tucson Weekly, May 11, 1995-May 17, 1995
165
29
How Should We Teach Our Children to Read?, Bill Honig, May 22, 1995
165
30
Mastery Learning and the Teaching of Reading, Volume 14, Number 1, May, 1995
165
31
Legislators Push Basics in Schools, Greg Lucas, San Francisco Chronicle, July 8, 1995
165
32
Bad Spelling Now Viewed as Inventive, Nanette Asimor, San Francisco Chronicle, July 10, 1995
165
33
Phonics Triumphs Over Newfangled Reading Method, Marilyn Marks, Miami Herald, July 10, 1995
165
34
Veronis, Suehler Study Sees Positive Outlook for Books, Publishers Weekly, August 7, 1995
165
35
Hey, What's With All That Noise?, Yamil Berard, Fort Worth Star-Telegram, August 13, 1995
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1
Is Reading Just a Guessing Game?, Brandon T. Dutcher, The Sunday Oklahoman, August 20, 1995
166
2
Choral-like Reading Plan Makes a Comeback, Billy Tashman, The New York Times, August 26, 1995
166
3
Education Pendulum Swings Again, Lori Aratani, San Jose Mercury News, August 27, 1995
166
4
American Educator, Volume 19, Number 2, Summer, 1995
166
5
U.S. Schools Need New Management, Morton Kondracke, Arizona Daily Star, September 5, 1995
166
6
State Report Urges Return to Basics in Teaching Reading, Richard Lee Colvin, Los Angeles Times, September 13, 1995
166
7
The Wicked Whole Language is Dead, Debra J. Saunders, San Francisco Chronicle, September 13, 1995
166
8
Forced Choices in a Non-Crisis, Ken Goodman, September 19, 1995
166
9
A Novel School Plan: Back to Basics, Susan Estrich, USA Today, September 21, 1995
166
10
Declaration of War on the Religious Right, Jane Ely, Houston Chronicle, September 24, 1995
166
11
An Analysis of Whole Language, Linda Spohn, The Public Education Network, September, 1995
166
12
Every Child a Reader, The Report of the California Reading Task Force, circa September, 1995
166
13
Research Summary of Study in Progress, Wayne P. Thomas and Virginia P. Collier, George Mason University, circa September, 1995
166
14
Summit Slated for Governors, Corporations, Drew Lindsay, Education Week, October 4, 1995
166
15
Why Schools Can't Teach, Andrew Nikiforuk and Deborrah Howes, circa October 6, 1995
166
16
Did Whole Language Fail in California?, Jeff McQuillan, Communicate Newsletter, October, 1995
166
17
The War Against Public Schools, Mano Singham, Z Magazine, October, 1995
166
18
Is Whole Language Doomed?, Harvey Daniels, Rethinking Schools, Volume 10, Number 2, Winter, 1995
166
19
Wrangling About Reading, Robert O'Harrow, Jr., The Washington Post, November 5, 1995
166
20
Forty Massachusetts Professors of Linguistics and Psycholinguistics Blast Whole Language, The Blumenfeld Education Letter, Volume 10, Number 11, November, 1995
166
21
Literacy Pays Off, Literacy At Work, Number 15, December, 1995
166
22
Conclusion: Another Look at Reading Theory, Subject 6 Smith and Warwick Elley, Learning to Read in New Zealand, 1995
166
23
Bill AB 170, California Senate Education Committee and Senate Appropriations Committee, circa 1995
166
24
Texas, 1995-1996 (1 of 2)
166
25
Texas, 1995-1996 (2 of 2)
166
26
Apartheid Legacy Lingers at Schools, Say Teachers, Johannesburg, South Africa, January 8, 1996
166
27
Learn to Read, Stay Out of Jail, Matthew Robinson, Investor's Business Daily, Los Angeles, California, January 12, 1996
166
28
Schools Still Waiting for New Reading Plan, Richard Lee Colvin, Los Angeles Times, January 22, 1996
166
29
Board Ponders New Format to Make NAEP More Cost-Effective, Useful, Millicent Lawton, Education Week, Volume 15, Number 18, January 24, 1996
166
30
The Whole Vs. the Parts, Brian Kladko, Ashbury Park Press, March 17, 1996
166
31
Teachers Groups on Target for Reading Standards, Marilyn V. Otter, North County Times, March 24, 1996
166
32
Why California Kids Can't Read, Jill Stewart, The Sacramento Bee, March 24, 1996
166
33
Innventive Speling, Limbaugh Institute for Advanced Conservative Studies, March, 1996
166
34
The Blackboard Bungle, Jill Stewart, LA Weekly, Volume 18, Number 14, March, 1996-July, 1996
166
35
California English, Volume 1, Number 3, Spring, 1996
166
36
Where Reading Fails, Jeff McQuillan, Daily News, April 14, 1996
166
37
As Reading Scores Plummet, States Get Hooked on Phonics, Laurel S. Walters, The Christian Science Monitor, Boston, Massachusetts, April 18, 1996
166
38
State Board Oks Reading Policy Based on Phonics, Richard Lee Colvin, Los Angeles Times, May 4, 1996
166
39
Back to Basics, Hal Mattern, The Arizona Republic, May 7, 1996
166
40
Phonics Funding Draws Cheers, Jeers from Educators, Miguel Helft and Joanna M. Miller, Los Angeles Times, May 7, 1996
166
41
Wilson Ties Offer of School Funds to Use of Phonics, Richard Lee Colvin, Los Angeles Times, May 7, 1996
166
42
California Education System Plans Return to Phonics, Chicago Tribune, May 10, 1996
166
43
Complete "Quality of Education" Poll Results, USA Today, May 13, 1996
166
44
U.S. Schools Can't Teach? Don't Believe the Myths, USA Today, May 13, 1996
166
45
Our View: 240 Colleges Get Smart, Make SATs Optional, USA Today, May 14, 1996
166
46
Silber is 'Absolutely AWOL' in His New Role, Jon Keller, The Boston Globe, May 15, 1996
166
47
Days Are Numbered for 'Whole Language', Subject 6 Rosemond, circa May 22, 1996
166
48
Invented Spelling: Creative or Crippling to Kids?, Nanci Hellmich, USA Today, June 5, 1996
166
49
Kids Take Parents' Lead to Read and Succeed, Mike Madden, USA Today, June 19, 1996
166
50
Back-to-Basics Approach to education Would Serve Schools and Children Best, Katherine Kersten, Minneapolis Tribune, June, 1996
166
51
Language and Phonics Needed to Learn Reading, USA Today, July 10, 1996
166
52
Phonics: Key Step in Learning to Read? 'Whole Language' Critics Say So, Mark Siebert, The Des Moines Sunday Register, July 14, 1996
166
53
A Bitter War Over Words, Richard Lee Colvin, Los Angeles Times, July 15, 1996
166
54
Demand for Phonics Growing Louder, Jayne Feld, Tarrytown Daily News, July 15, 1996
166
55
Dole Hits School 'Monopoly' and Its 'Pliant Pet', Elaine Harden, The Washington Post, July 18, 1996
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Dole Says He Back Choices in Education, Jack B. Coffman and Maria Douglas Reeve, St. Paul Pioneer Press, July 18, 1996
167
2
California, Whole Language, and NAEP, Ken Goodman, July 19, 1996
167
3
The Effects of Print Access on Reading Acquisition, Jeff McQuillan, University of Southern California, circa July 20, 1996
167
4
Whole Language' Technique Attacked, Theresa Monsour, St. Paul Pioneer Press, August 2, 1996
167
5
Parents Turn to Tutors as Reading Scores Tumble, Rosalind Rossi and Sharon Cotliar, Chicago Sun-Times, August 12, 1996
167
6
Dole speech, USA Today, August 16, 1996
167
7
A Back to School Special Report: The Baby Boom Echo, U.S. Department of Education, August 21, 1996
167
8
Clinton Not the First to Push Literacy, Nanci Hellmich, USA Today, August 28, 1996
167
9
America's Agenda, Fall, 1996
167
10
Defining Literacy Downward, Diane Ravitch, The New York Times, September 5, 1996
167
11
Curriculum to Be Set for Teacher Training, Tim King, The Daily Telegraph, September 19, 1996
167
12
Top Five on Training Hitlist, Josephine Gardiner, September 27, 1996
167
13
Whole Language Philosophy Guides Instruction in New Jersey District, Anna Flanagan, The Council Chronicle, September, 1996
167
14
Issues in Literacy Development, Stephen Krashen, California Framework on Language Arts Committee, Sacramento, California, October 25, 1996
167
15
Why Subject 6ny Can't Decode, G. Reid Lyon, The Washington Post, October 27, 1996
167
16
Why Subject 6ny Can't Read, Ben Marks, West, October 27, 1996
167
17
How Whole Language Became a Hot Potato In and Out of America, Christina Duff, The Wall Street Journal, October 30, 1996
167
18
Parents Report on America's Reading Crisis, October, 1996
167
19
School Daze, Beth Frerking, The Arizona Republic, November 10, 1996
167
20
Reading Teachers Are Going Back to School, Mathina Carkci, The Prince George's Journal, November 13, 1996
167
21
Structured Ways Make Comeback in Some Schools, Veda Morgan, The Courier-Journal, Louisville, Kentucky, November 25, 1996
167
22
California Schools Go Back to Phonics, The New York Times, 1996
167
23
Phonics and Politics: "Sounding Out" the Consequences, Noel K. Jones, 1996
167
24
Congressional Panel Learns What Schools Want, Lucille Renwick, Los Angeles Times, January 31, 1997
167
25
Grade 3 Goes for a Test Drive, Sue-Ann Levy, The Saturday Sun, Ontario, Canada, February 22, 1997
167
26
Reading Debate Rages on in U.S., Matt Crenson, Hawaii Tribune-Herald, February 24, 1997
167
27
Community Update, U.S. Department of Education, February, 1997
167
28
Whatever Happened to Dick and Jane?, Allison Berryhill, Better Homes and Gardens, February, 1997
167
29
Do Children Understand What They're Reading?, David Booth, The Globe and Mail, March 3, 1997
167
30
Reading Wars, Subject 11 Miller Rubin, Chicago Tribune, circa March 3, 1997
167
31
Reading Between the Lines, Jean Veltema, California Educator, March, 1997
167
32
Reading the Code, Reading the Whole, Bruce Bower, Science News, March, 1997
167
33
Phonics Push May Be Coming to Shove, Daniel M. Weintraub, Orange County Register, April 12, 1997
167
34
District Misuse of California Reading Funds Alleged, Kathleen Kennedy Manzo, Education Week, May 7, 1997
167
35
Educators Still Disagree on How to Teach Reading, Jacques Steinberg, The New York Times, May 11, 1997
167
36
Reading Wars, Subject 11 Miller Rubin, Daily Record, Morris County, New Jersey, May 11, 1997
167
37
Teaching Children to Read, Jacques Steinberg, The New York Times, May 11, 1997
167
38
How Our Kidz Spel: What's the Big Deel?, Elaine Woo, Los Angeles Times, May 29, 1997
167
39
Panel Urged to 'Set Bar High' for Learning, Richard Lee Colvin, Los Angeles Times, May 29, 1997
167
40
New Orthodoxy Calls for New Literacy Methods, Roger Beard, Times Education Supplement, England, May 30, 1997
167
41
Public Opinion, Professionalism and Ideology, Subject 13 Monaghan, International Reading Association Research Conference, May, 1997
167
42
Building Schools That Work Through Whole School Reform, Congressman David R. Obey, July 28, 1997
167
43
Rethinking Schools, Volume 12, Number 1, Fall, 1997
167
44
Throw These Tests Out of School, Chester E. Finn, Jr., The Wall Street Journal, September 9, 1997
167
45
H.R. 2614, Reading Excellence Act, October, 1997
167
46
Revamp of Teacher Training Urged, Deborah Anderluh, The Sacramento Bee, November 5, 1997
167
47
Clashing Over Education's One True Faith, Jacques Steinberg, The New York Times, December 14, 1997
167
48
A Bilingual Helping Hand, Lucy Tse, Los Angeles Times, December 17, 1997
167
49
The Case Against Bilingual Education, S. Krashen, 1997
167
50
Political Stupidity Does More Harm to Nation's Schools Than Anything, Molly Ivins, Arizona Daily Star, March 6, 1998
167
51
Preventing Reading Difficulties in Young Children, Dan Quinn, National Research Council, March 18, 1998
167
52
Schools Defy State, Allow Exemptions on New Test, Tina Nguyen, Los Angeles Times, March 21, 1998
167
53
Report in Brief: NAEP 1996 Trends in Academic Progress, Jay R. Campbell, Kristin E. Voelkl, and Subject 7ricia L. Donahue, National Center for Education Statistics, May, 1998
167
54
Action for Better Schools, Volume 5, Number 4, Spring/Summer, 1998
167
55
California's Reading Disorder, Los Angeles Times, July 2, 1998
167
56
Guru' Uses Phonics as Part of Whole Language, Cathryn Creno, The Arizona Republic, July 8, 1998
167
57
High/Scope Study Revises Direct-Instruction Questions, Education Week, July 8, 1998
167
58
Holistic Teaching Approach Seems Simple, But Invites Battles, Ed Lowe, The Post-Crescent Wisconsin, October 3, 1998
167
59
Reading Debate Comes to Oshkosh, Gina Mangan, Oshkosh Northwestern, October 3, 1998
167
60
Hayward Town Meeting, October 25, 1998
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168
1
Arizona State Legislature, 1998
168
2
HB 2130, 1998
168
3
The Literacy Crisis excerpt, Jeff McQuillan, 1998
168
4
Beginning to Read and the Spin Doctors of Science: An Excerpt, Denny Taylor, Language Arts, Volume 76, Number 3, January, 1999
168
5
Reading Rebuttal: Maine's Approach May Disappoint, Cathy Froggatt, Education Week, March 10, 1999
168
6
Whole-Language Model Survives Despite Swing Back to Basics, Kathleen Kennedy Manzo, Education Week, March 17, 1999
168
7
The National Reading Panel's Report on Phonics: A Clarification, Constance Weaver, Western Michigan University, Spring, 2000
168
8
A Mania for Rubrics, Thomas Newkirk, Education Week, September 13, 2000
168
9
Success for All Does Not Produce Success for Students, Stanley Pogrow, September, 2000
168
10
Rouge Forum, Number 5, Winter/Spring, 2001
168
11
Challenging High-Stakes Standardized Testing, Alex Caputo-Pearl, March, 2001
168
12
The Power of Adult Education, Thomas G. Sticht, March, 2001
168
13
An Open Letter to Reid Lyon, Steven L. Strauss, Educational Researcher, June, 2001-July, 2001
168
14
Back to School, Moving Forward, United States Department of Education, August, 2001
168
15
Dole's Education 'Warranty' Does Not Guarantee Results, Debra O'Connor, St. Paul, Minnesota, undated
168
16
GOP Seeks Student-Test Compromise in Which Exams Would Be Delayed, David Rogers, The Wall Street Journal, undated
168
17
The Great 'Whole Language' Debate, Mary Esch, undated
168
18
Let's Not Try to Legislate Learning, David C. Berliner, undated
168
19
Why Subject 6ny Still Can't Read, Rudolf Flesch, undated
The majority of the materials in this series relate to the travels of and conferences attended by the Goodmans. This series is arranged alphabetically.
box
folder
169
2
Australia and New Zealand, circa 1980-1985
169
3
BIA workshop, circa July, 1993
169
4
Book celebration, undated
169
5
Burton Bloch, circa 1993
169
6
Center for Expansion of Language and Thinking, Gold Coast, 1988
169
7
Center for Expansion of Language and Thinking, National Council of Teachers of English, March, 1988
169
8
Compact discs, 2004
169
9
Conference, Detroit, Michigan, circa 1993
169
10
E. Brooks Smith, circa 1985-1986
169
11
England, circa 1990
169
12
Goodman family, undated
169
13
Guatemala, 2004
169
14
Heron Island, Australia, 1988
169
15
International, circa 1970-2002
169
16
International Reading Association, circa 1980-1988
169
17
It's Always a Good Time to Read!, December 23, 2007
169
18
Kenneth and Yetta Goodman, undated
169
19
Language, Reading and Culture Department functions, 1994-2004
169
20
Literacy event book signing, Sells, Arizona, circa 1992-1993
169
21
LRC class, circa 2001-2002
169
22
Miscue Center portraits, Wayne State University, Detroit, Michigan, 1971
169
23
Miscue workshop, 1976
box
folder
170
1
Phonics course, circa 2000-2003
170
2
Primer Congreso de los Américas sobre Lectoescritura, Maracaibo, Venezuela, October, 1992
170
3
Puerto Rico, circa 1990s
170
4
Regents professors, University of Arizona, Tucson, Arizona, undated
170
5
Students, circa 1991-2004
170
6
Students' families and children, undated
170
7
Teacher/Student Whole Language interactions for conference, National Council of Teachers of English, circa 1995-1996
170
8
Unidentified, undated
170
9
Weekend workshops, 1998
170
10
Whole Language Block calendar, circa May, 1996-March, 1997
This series contains oversized and bulky materials, comprising mostly of large photographs and personal awards and honors. A majority of these materials lack context or are difficult to accurately date.