In discussing word recognition, Kenneth Goodman argues that preoccupation with words, leters, and sounds cuts off children from the meaning-seeking function of reading; that oral and written language are parallel modes of obtaining meaning from language; and that reading is a selective rather than a precise process of word perception. A review of his arguments in these areas suggests that Goodman has not addressed the importance of word perception, its link to the ability to read in thought units, the role of phonics as a tool for comprehension, and the major differences between oral and written language. What are urgently needed are longitudinal studies of how youngsters varying in background and conceptual development learn in a setting that reflects Goodman's views. (RL)