DT>According to whom??  Kenneth Goodman's research studied the process of 
DT>reading from a psycholinguistic perspective.  He was interested in the 
DT>relationship between thought and language (psyche and linguistics) as it 
DT>applies to reading.  He described reading not as a letter by letter, 
DT>word by word decoding process, but rather a "psycholinguistic guessing 
DT>game (Goodman 1982 p33) whereby the reader uses graphophonic, syntatic, 
DT>and semantic clues simultaneously to construct meaning from print.  
DT>Beginning with the prediction of what the information is about and 
DT>knowledge of how language works, the reader selectively samples from the 
DT>print and, using all three cuing systems simultaneously, constructs 
DT>meaning.  
But for WHICH readers; accomplished ones or learning ones?
Accomplished readers DO the above, learning ones have not 
the skills to DO this - Imo, of course....  In other words,
I believe that people have taken the observation and drawn
an incorrect inference from it; that LEARNING readers should
emulate the tactics of ACCOMPLISHED readers.  I can think of
few cases where this is a sound tactic to embrace.  Those
who are accomplished are not, necessarily, possessed of the
same characteristics.  Those very gifted often vary from
"accepted" form, and may even be "sloppy" in their form.  
Those poorly gifted (but accomplished) tend to be very 
stylized and to overcome their weaknesses through hard work
and excellent technique.  It seems to me that what is being
promoted is to look at the tactics of the very gifted and
impose them on EVERYONE!  This is usually a bad idea, and
inhibits the development of the individual's most efficient
mode of operation (pounding a square peg in a round hole).
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