C
It is generally acknowledged that young people from poorer socioeconomic backgrounds tend to do less well in the education system. In an attempt to help the children of poor families, a nationwide program called Head Start was started in the US in 1965. A lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help them succeed in school. But the results have been disappointing, because the program began too late. Many children who entered it at three were already behind their peers in language and intelligence and the parents were not involved in the process. At the end of each day, “Head Start” children returned to the same disadvantaged home environment.
To improve the results, another program was started in Missouri that concentrated on parents as the child’s first teachers. This program was based on research showing that working with the family is the most effective way of helping children get the best possible start in life. The fouryear study included 380 families who were about to have their first child and represented different socioeconomic statuses, ages and family structures. The program involved trained educators visiting and working with the parent or parents and the child. The program also gave the parents some guidance, and useful skills on child development.
At three, the children involved in the Missouri program were evaluated with the children selected from the same socioeconomic backgrounds and family situations. The results were obvious. The children in the program were more advanced in language development, problem solving and other intellectual skills than their peers. They performed equally well regardless of socioeconomic backgrounds or family structures. The one factor that was found to affect the child’s development was the poor quality of parentchild interaction. That interaction was not necessarily bad in poorer families.
The Missouri program compares quite distinctly with the Head Start program. Without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational unfairness.
8．What caused the failure of the “Head Start” program?
A．The large number of poor families.
B．The disapproval from children.
C．The late start of the program.
D．The long period of time.
9．What do we know about the “Missouri” program?
A．It focused on the children’s first school teachers.
B．It helped the children return to the same home.
C．It made the children improved in many aspects.
D．It gave the parents advice on their development.
10．According to the passage, what is likely to influence children’s performance?
A．The number of family members.
B．The parentchild communication.
C．The intelligence of their parents.
D．The teacherstudent relationship.
11．How does the author develop the passage?
A．By listing figures.
B．By making comparisons.
C．By presenting ideas.
D．By drawing conclusions.
阅读理解C
It is generally acknowledged that young people from poorer socioeconomic backgrounds tend to do less well in the education system. In an attempt to help the children of poor families, a nationwide program called Head Start was started in the US in 1965. A lot of money was poured into it. It took children into preschool institutions at the age of three and was supposed to help them succeed in school. But the results have been disappointing, because the program began too late. Many children who entered it at three were already behind their peers in language and intelligence and the parents were not involved in the process. At the end of each day, “Head Start” children returned to the same disadvantaged home environment.
To improve the results, another program was started in Missouri that concentrated on parents as the child’s first teachers. This program was based on research showing that working with the family is the most effective way of helping children get the best possible start in life. The fouryear study included 380 families who were about to have their first child and represented different socioeconomic statuses, ages and family structures. The program involved trained educators visiting and working with the parent or parents and the child. The program also gave the parents some guidance, and useful skills on child development.
At three, the children involved in the Missouri program were evaluated with the children selected from the same socioeconomic backgrounds and family situations. The results were obvious. The children in the program were more advanced in language development, problem solving and other intellectual skills than their peers. They performed equally well regardless of socioeconomic backgrounds or family structures. The one factor that was found to affect the child’s development was the poor quality of parentchild interaction. That interaction was not necessarily bad in poorer families.
The Missouri program compares quite distinctly with the Head Start program. Without a similar focus on parent education and on the vital importance of the first three years, some evidence indicates that it will not be enough to overcome educational unfairness.
8．What caused the failure of the “Head Start” program?
A．The large number of poor families.
B．The disapproval from children.
C．The late start of the program.
D．The long period of time.
9．What do we know about the “Missouri” program?
A．It focused on the children’s first school teachers.
B．It helped the children return to the same home.
C．It made the children improved in many aspects.
D．It gave the parents advice on their development.
10．According to the passage, what is likely to influence children’s performance?
A．The number of family members.
B．The parentchild communication.
C．The intelligence of their parents.
D．The teacherstudent relationship.
11．How does the author develop the passage?
A．By listing figures.
B．By making comparisons.
C．By presenting ideas.
D．By drawing conclusions.
阅读理解C
