Reading Time: The Literate Lives of Urban Secondary Students and Their Families

Reading Time: The Literate Lives of Urban Secondary Students and Their Families

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While teachers cannot travel back in time to visit their students at earlier ages, they can draw on the rich sets of experiences and knowledge that students bring to classrooms. In her latest book, Catherine Compton-Lilly examines the literacy practices and school trajectories of eight middle school students and their families. Through a unique longitudinal lens—the author has studied these same students from first grade—we see how students from a low-income, inner-city community grow and develop academically, revealing critical insights for teachers about literacy development, identity construction, and school achievement.

Based on interviews, reading assessments, and writing samples, Reading Time advocates for educators to:

  • Provide opportunities for students to develop long-term relationships with teachers and administrators.
  • Allow children and parents to share their stories to identify obstacles that students encounter as they move through school.
  • Collaborate and learn from students’ former teachers, as well as inform their future teachers.
  • Develop portfolio systems and longitudinal records that highlight children’s emerging interests, abilities, and potential for the future.

Product Details

ISBN-13: 9780807753033
Publisher: Teachers College Press
Publication date: 02/10/2012
Series: Language & Literacy Series
Edition description: New Edition
Pages: 160
Product dimensions: 5.90(w) x 8.90(h) x 0.50(d)

About the Author

“Features compelling examples of literacy practices that traverse generations.”
—From the Foreword by Kevin Leander, Vanderbilt University

Catherine Compton-Lilly is an associate professor in Curriculum and Instruction at the University of Wisconsin–Madison. She has taught in the public school system for 18 years. Her books include Reading Families, Re-reading Families, and Bedtime Stories and Book Reports.

Table of Contents

Foreword Kevin Leander ix

Acknowledgments xi

Introducing Time 1

Time and Literacy Research 2

How Does Time Impact Students and Families? 4

The Students and Families in This Study 5

Organization of This Book 8

1 Time, Theory, and Javon 10

Five Temporal Premises and Javon's Story 10

Times in Our Lives: Discourses, Cultural Models, Artifacts, and Timescales 18

Conclusion 26

2 Time and Change 28

Changing Places, Moving Homes 30

Changing Families 33

Changing Schools 36

Conclusion 38

3 Students, Reading, and Books 40

Book Preferences in Middle School 41

Reading Series Books 46

The Media, Technology, and Reading Preferences 49

Reading Magazines and Other Texts 51

Parents' and Students' Shared Reading Preferences Over Time 52

Conclusion 55

4 Teaching and Time 56

Memories of Favorite Teachers 57

Providing, Making, Taking, and Giving Time 59

Assuming Authority and Doing Their Jobs 67

School as Boring 69

Conclusion 70

5 Parents' Voices: Memories and Making Sense 71

Discourses of Now and Then 74

Race and Schooling 77

What Makes a Good Teacher? 78

Those Young Teachers 85

Conclusion 85

6 Thinking About the Future, Drawing Upon the Past, and Living in the Present 87

What Do You Want to Be When You Grow Up? 88

They Are "Good Kids" 90

Trust in School 94

Maintaining Dreams 96

Conclusion 100

7 Time and Literacy Practices: Becoming a Reader Over Time 101

School, Race, and Alicia's Family 102

Reading Practices in Alicia's Family 108

Conclusion 116

Conclusion: Reading Time 118

Five Temporal Premises 118

The Potential of Longitudinal Qualitative Research and Time 121

Appendix A Family Overviews 124

Appendix B A Longitudinal Qualitative Research Project: Methodology 126

The Research Setting and Participants 127

Data Collection 128

Data Analysis 128

References 132

Literature References 137

Index 139

About the Author 148

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