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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. - Publisher.
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Previews available in: English
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Reading time: changing literacy practices of urban students and families in secondary school
2012, Teachers College Press, Teachers College Press, Teachers College, Columbia University
in English
0807753033 9780807753033
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Includes bibliographical references and index.
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Feedback?August 22, 2020 | Edited by ImportBot | import existing book |
April 30, 2012 | Edited by Bryan Tyson | Edited without comment. |
April 30, 2012 | Edited by Bryan Tyson | Added new cover |
March 30, 2012 | Edited by Nancy McGuire | Added new cover |
November 23, 2011 | Created by LC Bot | import new book |