[NLA] Purcell Gates's citations

[George E. Demetrion]

Colleagues:

What follows are the citations at the end of V. Purcell-Gates' FOB
article.  Let's be clear that there is an abundance of scholarship on
reading methodology from a variety of research traditions.  While more
may well be needed and there is a dearth as applied to adult literacy, I
do believe it is critical to build on the scholarship that already exists
and to expand our knowledge from that.  

Reading methodology is not my speciality, though I have a decent sense of
the core issues.  As I undertand it there are three broad schools of
thought, which would have applicability to adult literacy as well as K-12
schooling; the recent emphasis on phonemic awareness that draws on the
work oj Jeanne S. Chall (See Chall and Popp (1996).  Teaching and
Assessing Phonics:  Why, What, When, How, and also the reference to
Adams, cited below.  There is the whole language school, far from dead,
reflected in the works of Kenneth and Yetta Goodwin, Frank
Smith,Constance Weaver and others.  Then there is the balanced approach
supported by V. Purcell-Gates, David Pearson and others.  See the
refernce McIntyre, E. & Pressley, M. (eds.) (1996), Balanced instruction:
Strategies and skills in whole language. Norwood, MA: Christopher-Gordon.


A critical analysis of these three perspectives in its applicability to
adult literacy would make a good contribution to scholarship.  

George Demetrion
sophocles5 at juno.com


References for  
There's Reading...and Then There's Reading
Process Models and Instruction
by Victoria Purcell-Gates

Adams, M.J. (1990). Beginning to read: Thinking and learning about print.
Cambridge, MA: MIT Press. 

Goodman, K.S. (1994). "Reading, writing, and written texts: A
transactional sociopsycho-linguistic view." In R.B. Ruddell, M.R.
Ruddell, & H. Singer (eds.), Theoretical models and processes of reading,
4th edition. Newark, DE: International Reading Association. 

Gough, P.B. (1972). "One second of reading." In J.F. Kavenaugh & I.G.
Mattingly (eds.), Language by ear and by eye. Cambridge, MA: MIT Press. 

Harste, J. (1984). "Examining our assump-tions: A transactional view of
literacy and learning." Research in the Teaching of English, 18, 84-10. 

Juel, C. (1991). "Beginning reading." In R. Barr, M.L. Kamil, P.
Mosenthal, & P.D. Pearson (eds.), Handbook of reading research: Volume 2
. New York: Erlbaum. 

LaBerge, D. & Samuels, S.J. (1974). "Toward a theory of automatic
information processing in reading." Cognitive Psychology, 6, 293-323. 

McIntyre, E. & Pressley, M. (eds.) (1996), Balanced instruction:
Strategies and skills in whole language. Norwood, MA: Christopher-Gordon.


Purcell-Gates, V. (1995). Other people's words: The cycle of low
literacy. Cambridge, MA: Harvard University Press. 

Purcell-Gates, V. (1996). "Process teaching with direct instruction and
feedback in a university-based clinic." In E. McIntyre & M. Pressley
(eds.), Balanced instruction: Strategies and skills in whole language,
Norwood, MA: Christopher-Gordon. 

Rosenblatt, L. (1994), "The transactional theory of reading and writing."
In R.B. Ruddell, M.R. Ruddell, & H. Singer (eds.), Theoretical models and
processes of reading, 4th edition. Newark, DE: International Reading
Association. 

Ruddell, R.B., Ruddell, M.R., & Singer, H., (eds.) (1994). Theoretical
models and processes of reading, 4th edition. Newark, DE: International
Reading Association. 
Santa Barbara Discourse Group, (1994). "Constructing literacy in
classrooms: literate action as social accomplishment." In R.B. Ruddell,
M.R. Ruddell, & H. Singer (eds.), Theoretical models and processes of
reading, 4th edition. Newark, DE: International Reading Association. 

Smith, F. (1978). Understanding reading, 2nd ed. New York: Holt,
Rinehart, and Winston.


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