This paper examines the ways in which a form of knowledge, specifically the knowledge of how to read, is structured and enacted in educational settings. Drawing on recent research in cognitive psychology, the paper explores how reading instruction might shape students' capacities to deal with written language in nonschool settings. The question of how the structuring of school knowledge influences cultural production and reproduction is examined, using the conceptual framework of Pierre Bourdieu as a theoretical foil. The substantive focus of the study is the remedial reading program of a public community college.
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