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SCHOOLING, LITERACY ACQUISITION AND CULTURAL TRANSMISSION

Rita Roth
The Journal of Education
Vol. 166, No. 3 (FALL 1984), pp. 291-308
Stable URL: http://www.jstor.org/stable/42742067
Page Count: 18
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
SCHOOLING, LITERACY ACQUISITION AND CULTURAL TRANSMISSION
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Abstract

This paper explores the relationship between schooling and the acquisition of literacy and the implications of this relationship for cultural transmission. The focus of the discussion is literacy as reading, particularly the experience of being taught to read in the first grade. Beginning with the assumption that research is socially constructed,¹ and, thus, simultaneously acts and is acted upon by social/cultural influences, a connection is drawn betwen the practice of early reading instruction, the prevailing mode of social science, and cultural transmission.

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