Includes bibliographical references (pages 132-138) and index.
Contents:
Introducing time -- Time, theory, and Javon -- time and change -- Students, reading, and books -- Teaching and time -- Parents' voices: memories and making sense -- Thinking about the future, drawing upon the past, and living in the present -- Time and literacy practices: becoming a reader over time -- Conclusion: reading time.
Summary:
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. --from publisher description.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.