Reading Time

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.

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.

Foreword	p. ix
Acknowledgments	p. xi
Introducing Time	p. 1
Time and Literacy Research	p. 2
How Does Time Impact Students and Families?	p. 4
The Students and Families in This Study	p. 5
Organization of This Book	p. 8
Time, Theory, and Javon	p. 10
Five Temporal Premises and Javon's Story	p. 10
Times in Our Lives: Discourses, Cultural Models, Artifacts, and Timescales	p. 18
Conclusion	p. 26
Time and Change	p. 28
Changing Places, Moving Homes	p. 30
Changing Families	p. 33
Changing Schools	p. 36
Conclusion	p. 38
Students, Reading, and Books	p. 40
Book Preferences in Middle School	p. 41
Reading Series Books	p. 46
The Media, Technology, and Reading Preferences	p. 49
Reading Magazines and Other Texts	p. 51
Parents' and Students' Shared Reading Preferences Over Time	p. 52
Conclusion	p. 55
Teaching and Time	p. 56
Memories of Favorite Teachers	p. 57
Providing, Making, Taking, and Giving Time	p. 59
Assuming Authority and Doing Their Jobs	p. 67
School as Boring	p. 69
Conclusion	p. 70
Parents' Voices: Memories and Making Sense	p. 71
Discourses of Now and Then	p. 74
Race and Schooling	p. 77
What Makes a Good Teacher?	p. 78
Those Young Teachers	p. 85
Conclusion	p. 85
Thinking About the Future, Drawing Upon the Past, and Living in the Present	p. 87
What Do You Want to Be When You Grow Up?	p. 88
They Are "Good Kids"	p. 90
Trust in School	p. 94
Maintaining Dreams	p. 96
Conclusion	p. 100
Time and Literacy Practices: Becoming a Reader Over Time	p. 101
School, Race, and Alicia's Family	p. 102
Reading Practices in Alicia's Family	p. 108
Conclusion	p. 116
Conclusion: Reading Time	p. 118
Five Temporal Premises	p. 118
The Potential of Longitudinal Qualitative Research and Time	p. 121
Family Overviews	p. 124
A Longitudinal Qualitative Research Project: Methodology	p. 126
The Research Setting and Participants	p. 127
Data Collection	p. 128
Data Analysis	p. 128
References	p. 132
Literature References	p. 137
Index	p. 139
About the Author	p. 148
Table of Contents provided by Ingram. All Rights Reserved.

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