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.
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