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Summary Chapter 8 Ferry
Summary Chapter 8 Ferry
Summary Chapter 8 Ferry
Striking differences in material resources and in the quality of the home environment, as expressed by
parents' interactions, their skills, habits, and styles, begin to define what children are taught … and these
differences are the key to understanding the beginnings of the social stratification of knowledge.
Most efforts to describe the nature of reading abilities and their development, for either first-language
or second-language readers, focus heavily on the cognitive aspects of reading – the mechanisms by
which an individual carries out fluent reading. In fact, much progress has been made in understanding
the cognitive aspects of reading, and reading development cannot be discussed without considering
these aspects. However, there is considerable variation across different individuals' reading abilities, and
not all of this variation is due solely to individual cognitive abilities and their development. We all learn
to read in a variety of contexts, from the time we encounter our first books or are read to as children, to
the times when we are reading advanced research material as professional adults. We learn to read
within a family unit (influenced by the educational levels, goals, expectations, and support of family
members), in various school settings (and their associated goals, resources, expectations, and
opportunities), in various classrooms (with differing curricular and instructional approaches), and by
interacting with specific teachers and student peers (and their goals, training, expectations, and abilities).
Students are also influenced by the wider social and cultural expectations of political, religious, ethnic,
economic, and social institutions. Certainly, popular culture has profound influences on children and
young adults learning to read, and neighborhood influences, both formal and informal, cannot be
overlooked.
interactions at home
Supportive environment
experiences
Low SES
less advanced
reading ability
High SES
reading = fun
reading = obligation
maternal support
parents talked
more
higher IQ
vocab grow
has to be directed
to the child
focus on child
interaction
learning = fun
well-trained teachers
resources
Head Start
and
Even Start
short-term
long-term
Researches
about
minority
-language learners in language-
majority
schools
student achievement ~
educational values
social expectations