[Reading-hall-of-fame] Re: [EXT] Re: I just got this message this instant

[Yetta Goodman]

I'm so sorry to hear of Jay's passing.  I wonder if there is a family
address where we/I can send condolences?

The reading/literacy community has lost members this year who all leave
important historical legacies for our field
to add to the rich literature on literacy learning and teaching.

Yetta Goodman

On Sat, Dec 12, 2020 at 11:58 AM P Pearson <ppearson at berkeley.edu> wrote:

> *External Email*
> Good to hear from both Joanna and Phil.  Thanks for remembering.
> David
>
> On Sat, Dec 12, 2020 at 10:44 AM Philip Gough <goughpb at gmail.com> wrote:
>
>> RIP
>>
>> On Sat, Dec 12, 2020 at 10:40 AM Williams, Joanna <
>> jwilliams at exchange.tc.columbia.edu> wrote:
>>
>>> I am very much saddened to hear of Jay Samuels' death. Jay and I were
>>> good colleagues. Over the years we regularly found ourselves at the same
>>> meetings, speaking in the same sessions. In the 1960s we paired up to
>>> debate Ken Goodman and Frank Smith. In the late 1990s we were both on the
>>> National Reading Panel . We became fast friends.  Jay was a great scholar
>>> and an excellent teacher. His enthusiasm was inspiring. I will miss him.
>>>      Joanna Williams
>>>
>>>
>>> On Sat, Dec 12, 2020 at 12:44 PM P Pearson <ppearson at berkeley.edu>
>>> wrote:
>>>
>>>> From Jay Blanchard, who lives in the Phoenix area and has visited Jay
>>>> with some regularity].
>>>>
>>>> Jay Samuels passed this AM of COVID.
>>>> I am saddened by this development, especially with COVID as the
>>>> proximal cause. As many of you know, Jay, along with RHF members Bob
>>>> Dykstra and John Manning, was an influential mentor for me when I was at
>>>> Minnesota as a grad student and a new professor.  I have such vivid
>>>> memories of so many things Jay did and said.
>>>>
>>>> Haunting (in both an eerie and a very sweet sense) that Jay died on the
>>>> very day when many are memorializing the contributions of Ken Goodman.
>>>> Although Jay and Ken help what many of us thought were diametrically
>>>> opposing views of early reading development and pedagogy, the two shared an
>>>> alma mater (both got their doctorates at UCLA) and an abiding respect for
>>>> the contributions of the other to the study of reading processes and
>>>> pedagogies.
>>>>
>>>> David
>>>> --
>>>> +++++++++++++++++++++++++++++
>>>> P. David Pearson
>>>> Evelyn Lois Corey *Emeritus* Professor of Instructional Science
>>>> Graduate School of Education
>>>> University of California, Berkeley
>>>>
>>>> email:  ppearson at berkeley.edu
>>>> other e-mail:  pdavidpearsondean at gmail.com
>>>> website for publications:  www.pdavidpearson.org
>>>> *******************
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>>
>
> --
> +++++++++++++++++++++++++++++
> P. David Pearson
> Evelyn Lois Corey *Emeritus* Professor of Instructional Science
> Graduate School of Education
> University of California, Berkeley
>
> email:  ppearson at berkeley.edu
> other e-mail:  pdavidpearsondean at gmail.com
> website for publications:  www.pdavidpearson.org
> *******************
> *Please use HOME ADDRESS for responses*
> Home:  851 Euclid Ave
> Berkeley, CA  94708 -1305
> iPhone:  510 543 6508
> ****************************************
>
> This message and any attachment are intended solely for the addressee
> and may contain confidential information. If you have received this
> message in error, please contact the sender and delete the email and
> attachment.
>
> Any views or opinions expressed by the author of this email do not
> necessarily reflect the views of the University of Nottingham. Email
> communications with the University of Nottingham may be monitored
> where permitted by law.
>
>
>
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-- 

*Yetta Goodman, Regents Professor Emerita*
*University of Arizona, College of Education*
*home address:  7914 S Galilleo Lane, **Tucson AZ.85747-9609*

*http://www.retrospectivemiscue.com <http://www.retrospectivemiscue.com/>*

*No child needs to be motivated to learn. To learn is their trade.*
*They can't stop learning because they can't stop growing.*
*             Emilia Ferreiro, 2003 *

*Every time we teach a child something, we keep him/her from *
*inventing it. On the other hand, that which we allow **him/her **to*
*discover will remain visible for **the rest of his/her life. *
*               Jean Piaget*
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