Reading: A psycholinguistic guessing game

Goodman, Kenneth S.

doi:10.1080/19388076709556976

Cited by 1,073 publications

(727 citation statements)

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“…Thus, our conclusion is that context helps reading but that isolated word learning leads to better word retention. These Wndings go beyond those of Archer and Bryant (2001) and of Landi and colleagues (2002), who found no positive eVect of context over isolation, and call into question claims that suggest better word learning from in context encounters (Goodman, 1970).…”

Section: Discussionmentioning

confidence: 61%

The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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To acquire representations of printed words, children must attend to the written form of a word and link this form with the word's pronunciation. When words are read in context, they may be read with less attention to these features, and this can lead to poorer word form retention. Two experiments with young children (ages 5-8 years) conWrmed this hypothesis. In our experiments, children attempted to read words they could not previously read, during a self-teaching period, either in context or in isolation. Later they were tested on how well they learned the words as a function of selfteaching condition (isolation or context). Consistent with previous research, children read more words accurately in context than in isolation during self-teaching; however, children had better retention for words learned in isolation. Furthermore, this beneWt from learning in isolation was larger for less skilled readers. This eVect of poorer word retention when words are learned in context is paradoxical because context has been shown to facilitate word identiWcation. We discuss factors that may inXuence this eVect of context, especially the role of children's skill level and the demands of learning new word representations at the beginning of reading instruction.

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Section: Discussionmentioning

confidence: 61%

The role of discourse context in developing word form representations: A paradoxical relation between reading and learning

Landi

Perfetti

Bolger

et al. 2006

Journal of Experimental Child Psychology

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show abstract

“…It is suggested that top-down influences can occur at different levels of processing, including the extraction of visual information, the parsing of sentences and the recognition of words out of context. Top-down effects at relatively early stages of the reading process have been proposed by Goodman (1976). He defined reading as a selective, tentative and anticipatory process in which graphonological, syntactic and semantic cues are added to the perceptual image from the text in order to make a final choice about the identity of the word.…”

Section: Learning To Readmentioning

confidence: 99%

Ethnic Minority Children Acquiring Literacy

Verhoeven¹

1987

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“…To the extent to which reading is a "psycholinguistic guessing game" (Goodman, 1967) Note. B = Black, A ; Anglo, H = Hispanic *A reading score was considered below grade level if at third grade it was below 3.0, at sixth grade below 6.0 and at ninth grade below 9.0.…”

Section: Resultsmentioning

confidence: 99%