Scientific Realism in Studies of Reading PDF
Preview Scientific Realism in Studies of Reading
Scientific Realism in Studies of Reading Scientific Realism in Studies of Reading Edited by Alan D. Flurkey . Eric J. Paulson Kenneth S. Goodman Figure 5.1 from I Saw a Dinosaur, written by Joy Cowley and illustrated by Philip Webb, Rigby Literacy, 2000, is reprinted with permission. Routledge Routledge Taylor & Francis Group Taylor & Francis Group 711 Third Avenue 2 Park Square New York, NY 10017 Milton Park, Abingdon Oxon OX14 4RN © 2008 by Taylor & Francis Group, LLC Routledge is an imprint of Taylor & Francis Group, an Informa business International Standard Book Number-13: 978-0-8058-4990-5 (Softcover) 978-0-8058-4989-9 (Hardcover) Except as permitted under U.S. Copyright Law, no part of this book may be reprinted, reproduced, trans- mitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Scientific realism in studies of reading / editors Alan D. Flurkey, Eric J. Paulson, Kenneth S. Goodman. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8058-4989-9 (alk. paper) ISBN-10: 0-8058-4989-0 (alk. paper) ISBN-13: 978-0-8058-4990-5 (alk. paper) ISBN-10: 0-8058-4990-4 (alk. paper) 1. Reading. 2. Miscue analysis. I. Flurkey, Alan D., 1955- II. Paulson, Eric J. III. Goodman, Kenneth S. LB1050.S367 2008 372.21’8--dc22 2007015027 Visit the Taylor & Francis Web site at http://www.taylorandfrancis.com and Routledge Web site http://www.routledge.com CONTENTS Foreword ix Denny Taylor Preface xiii Section One THE STUDY OF READING: FROM DATA TO THEORY Introduction to Chapter 1 3 1 Miscue Analysis As Scientific Realism 7 Kenneth S. Goodman Introduction to Chapter 2 23 2 Re-reading Eye-Movement Research: Support for Transactional Models of Reading 25 Eric J. Paulson and Kenneth S. Goodman Section Two SOCIOLINGUISTIC AND SYSTEMIC FUNCTIONAL LINGUISTIC STUDIES OF READING Introduction to Chapter 3 51 3 Words, Context, and Meaning in Reading 53 Peter H. Fries Introduction to Chapter 4 83 4 Reimagining Literacy Competence: A Sociopsycholinguistic View of Reading in Aphasia 85 Andrea García Obregón vi CONTENTS Section Three STUDIES OF BEGINNING READING Introduction to Chapter 5 111 5 Seeing the Story for the Words: The Eye Movements of Beginning Readers 113 Peter Duckett Introduction to Chapter 6 129 6 What Eye Movement and Miscue Analysis Reveals About the Reading Process of Young Bilinguals 131 Ann Ebe Section Four STUDIES OF READING IN NONALPHABETIC ORTHOGRAPHIES: SYLLABIC ORTHOGRAPHY Introduction to Chapter 7 153 7 The Reading Process in Arabic: Making Sense of Arabic Print 155 Jassem Mohammad Al-Fahid and Kenneth S. Goodman Section Five STUDIES OF READING IN NONALPHABETIC ORTHOGRAPHIES: IDEOGRAPHIC ORTHOGRAPHY Introduction to Chapter 8 171 8 Ideographic Orthography: A Linguistic Description of Written Chinese and Its Cueing Systems 173 Shaomei Wang and Yetta Goodman Introduction to Chapter 9 193 9 Chinese and English Readings of Embedded Anomalies in Written Texts 195 Koomi Kim, Yetta Goodman, Jingguo Xu, and Fredrick Gollasch CONTENTS vii Introduction to Chapter 10 213 10 Making Sense of Written Chinese: A Study of L2 Chinese Readers’ Miscues 215 Shaomei Wang and Yetta Goodman Section Six STUDIES OF READING THAT RECONCEPTUALIZE “ERRORS” AND “FLUENCY” Introduction to Chapter 11 245 11 Miscues and Eye Movements: Functions of Comprehension 247 Eric J. Paulson Introduction to Chapter 12 265 12 Reading Flow 267 Alan D. Flurkey Index 305 FOREWORD Border Crossings: The Theoretical and Conceptual Frameworks of Scientific Realism I f you asked me to name the reading theoretician who has had the most influence in the 20th century and whose influence will last long into the 21st, then without a moment of hesitation I would say Ken Good- man. I would then tell you that Ken Goodman is a remarkable scientist, realist, and humanist. I would add that Ken’s sense of the social, his under- standings of the importance of community, and his support of young schol- ars is exemplary within the academy and within public schools. If you asked me to name some of the young scholars who Ken has mentored who have themselves gone on to become major researchers and theoreticians in the field of literacy, then I would tell you that Alan Flurkey and Eric Paulson are at the top of the list. I would add that Alan Flurkey’s research on flow is in itself revolutionary, that Eric Paulson has pioneered eye movement/miscue analysis, and then I would then tell you that many of those who are on that list are in Scientific Realism in Studies of Reading and would encourage you to read the book. If you said to me that the research conducted by Ken Goodman and his colleagues has been rejected and that the pedagogical practices that have emerged from his work have been rejected, then I would again tell you to read Scientific Realism in Studies of Reading. I would encourage you to ques- tion what you have been told and what you have read in academic journals and in the popular media. “We are at the most dangerous point in the history of American educa- tion,” Ken Goodman says. “Teachers are being forced to teach absurd pro- grams labeled as ‘evidence-based,’ schools are threatened with being closed down, and thousands of kids are being pushed out of schools.” (Scholar’s Forum: Language, Literacy, Politics and Public Education. Hofstra Univer- sity, Hempstead, NY. November 2001) Ask the questions behind the questions, I would urge. Do not reject unpop- ular ideas unless you have a clear understanding of why they are unpopular. In my own work, I am continuously engaged in such contemplation; in the car, on a plane, at the grocery store I play with the social and the scientific, and in the next couple of paragraphs I share some of that thinking to make visible why I am so enthusiastic about this book and why I think those in
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