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How Students Develop as ReadersMarch 12, 2007 With funding from the Spencer Foundation, Catherine Compton-Lilly is engaged in a ten-year study of literacy: in particular, how families influence what urban students bring to classrooms and how students’ self-identity as readers changes over time as they progress from first grade through high school. Compton-Lilly is interviewing parents, students, teachers and employers; observing students at school and work; and studying student-created photographs, artworks, journals and audiotapes. For more, see “Identity, childhood culture, and literacy learning: A case study,” in the Journal of Early Childhood Literacy, 6(1), (pp. 57-76), 2006.
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