The focus of chapter 5 is literacy developments. The chapter includes some theories such as Piaget’s theory of cognitive development, maturation theory, stage model theory and family literacy theory, emergent literacy theory… All these theories try to describe child literacy development according to their own point of view. Elizabeth indicates that “Although much of the theories have changed forms and names over the last 75 years, they have laid out the foundation” She found interesting that how much social interactions (at home and at school), family involvement (emulating) and rich home literacy environment have a big part in a child's readiness and willingness to learn to read. In chapter 5 we can find a lot of example of Cognitive development theory is interested in development stages of children. Maturation is another theory we can find in chapter 5. In this regards Rosemarie gives an example from her own life. She said:” while helping to toilet train a student. When we tried to force it on him he had no interest at all and it became a daily struggle where the mention of the bathroom brought on a tantrum, once we stopped and waited a few months until we thought he might be ready, it was so easy we were stunned. Thinking of this made it clear to me that when differentiated instruction is needed we should be open to all theories.” We are all agreeing about the importance of family influence on our literacy. According to Dwayne:” The Maturation theory would be in direct conflict with the pre-operational phase (the primary period of language acquisition) in Piaget’s Stages of Cognitive Development. The focus of chapter 6 is social learning. To learn a language depends on student’s communication and interaction with their social environment. We also agree that social interactions, cultural and historical background of individuals have great effects on children and adult literacy. About this unit we have another example from Rosemarie:” I have observed a friend’s 1st grade reading class and loved the way she made reading a social activity. She first had each child pick two books; they then read them and discussed them with a partner. She then had them relate the book to their real life experiences and asked other s to share. She had all of the students interacting; this lesson allowed them to bring their own social circle into the classroom whether it was a family experience or something that was going on in their community. It allowed them to relate to what they knew” that is the way we are observing and we try to reach result form this observations. The point indicated in the chapter 7 is cognitive processing of information. We can also find the explanation of information process in our brains.