Goodman vs. Oregon's ABSE Reading Standard - comparing models of the reading process

Does Goodman's model of the reading process correspond with the Oregon adult basic skills learning standard for reading? Comparing the two:

Oregon standard                                                      Ken Goodman model
determine purpose                                                   recognize the task
select and use appropriate strategies                      sample, infer, predict, confirm/deny
monitor comprehension and adjust                         confirm/deny, correct (sample, infer, predict...)
analyze and reflect                                                   confirm/deny, correct (sample, infer, predict...)
integrate                                                                   -----
                                                                                                       

• Goodman names sampling, inferring and predicting as reading strategies, while the Oregon standard is non-specific, referring to "appropriate" strategies. The Oregon "sub-benchmark" offers more specifics. Comparing the two sets of strategies for text-level understanding, using Oregon's reading level 7, for example (where most of my students read):

Oregon strategies, readers use:                                        Ken Goodman model, readers:
text format and text organization                                       sample
scan/skim                                                                             sample
ask/answer higher order questions                                     infer/predict
infer                                                                                      infer
chunk                                                                                    sample
mark                                                                                     ---
organize, include graphically                                               ---
summarize                                                                            ---
discuss with others                                                                ---

• The big difference here is at the end of the process. Goodman's model stops after the reader is satisfied that she/he has correctly constructed meaning from the text (reader "terminates"). Goodman's model apparently presumes that the reader won't stop until she/he has satisfied her/his reading purpose. The Oregon learning standard specifically describes the process of analyzing and integrating new meaning with the reader's background knowledge to address the reader's purpose. 

• Another difference is the Oregon standard's focus on specific techniques. Goodman talks broadly about "sampling." (I take this to refer to the reader's selection of which text to read, how to read it (close? scan? skim?), and in what order.) The Oregon standard details particular sampling techniques such as using awareness of text format and text organization, or chunking (reading a chosen, generally smaller, unit of text).