Reading and Schooling Across Time and Space: Following Students from First Grade Through High School
This ten-year longitudinal study has examined the understandings and attitudes about reading that urban students bring to classrooms, and how those understandings and attitudes change over time as students progress through school. This phase of research involves collecting spoken data (interviews with parents, students, teachers and employers), observational data (shadowing of students at school and work), and documents (photographs, artworks, journals and audiotape created by student). Findings from this phase of the study will then be compared to themes and findings from earlier phases of the study to create longitudinal case studies for individual children. Longitudinal inter-case relationships will also be explored.
Time in education: Intertwined dimensions and theoretical possibilities, Catherine Compton-Lilly, Time & Society, 2015
The Development of Writing Habitus: A Ten-Year Case Study of a Young Writer, Catherine Compton-Lilly, Written Communication, 1–33 2014 SAGE Publications.
The Temporal Expectations of Schooling and Literacy Learning, Catherine Compton-Lilly, Journal of Adolescent & Adult Literacy 56(5) February 2013
Literacy and Schooling in One Family across Time, Catherine Compton-Lilly, Research in the Teaching of English Volume 45, Number 3, February 2011