| Description |
xi, 147 pages ; 23 cm. |
| Series |
Language and literacy series |
|
Language and literacy series (New York, N.Y.)
|
| Bibliography |
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 |
| Subject |
Urban youth -- Education -- United States -- Case studies.
|
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Urban youth -- Books and reading -- United States -- Case studies.
|
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Middle school students -- Books and reading -- United States -- Case studies.
|
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Reading -- Parent participation -- United States -- Case studies.
|
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Education, Urban -- United States -- Case studies.
|
| ISBN |
9780807753033 (pbk. : acid-free paper) |
|
0807753033 (pbk. : acid-free paper) |
|
9780807753040 (hardcover : acid-free paper) |
|
0807753041 (hardcover : acid-free paper) |
|
