Re-Reading Famililes

Four years after publishing her provocative study, Reading Families: The Literate Lives of Urban Children, Compton-Lilly revisits the same group of urban students (then first graders, now fourth and fifth graders) and their families. Armed with rare longitudinal data from follow-up interviews and reading assessments, she once again upsets widespread misconceptions about reading and urban families. This eye-opening sequel uses case studies to explore important issues, such as students feelings of connection to their school; gender and schooling; parents experiences dealing with the system; high-stakes testing; and technology use at home. Building on past insights, this book: Uses an innovative approach to educational research to explore why urban students often have difficulty becoming proficient readers. Employs case studies to support a new construct called reading capital. Offers important recommendations for teaching in diverse communities. Models longitudinal qualitative research, describing the critical role it plays in studying a childs experiences with school.