Catherine Compton-Lilly
Assistant Professor
Ed.D.
Curriculum and Instruction
Teacher Education Building Rm: 456B
225 North Mills Street
Phone: 608-890-0909
Email: comptonlilly@wisc.edu
Areas of Study
• Early Childhood Education
• Elementary Education
• Literacy Studies
• Reading Education (Literacy Studies)
Publications
Compton-Lilly, C. (in press). Listening to families over time: Seven lessons learned about literacy in families. Language Arts.
Compton-Lilly, C. (in press). Literacy practices of African American children: Three case studies. in G. Liu (Ed.), . Multicultural families, home literacies, and mainstream schooling Information Age Publishing Company.
Compton-Lilly, C. (in press). A mother and daughter go to school: A story of strengths and challenges. in M. Dantas & P. Manyak (Eds.). Learning from and with diverse families: Home-school connections in a multicultural society New York: Routledge.
Compton-Lilly, C. (2009). Unpacking artifacts of instruction. Literacy, Teaching, and Learning, 13 (1 & 2), pp. 57-79.
Compton-Lilly, C. (2009). Disparate reading identities of adult students in one GED program. Adult Basic Education and Literacy Journal, 3(1), pp. 34-43.
Compton-Lilly, C. (Ed.) (2008). Breaking the silence: Recognizing the social and cultural resources students bring to the classroom. Newark, Delaware: International Reading Association..
Compton-Lilly, C. (2007). Rereading families: The literate lives of urban children, the intermediate years. New York: Teachers College Press.
Compton-Lilly, C. (2007). Exploring reading capital in two Puerto Rican families. . Reading Research Quarterly, 42(1), ( pp. 72-98) .
Compton-Lilly, C. (2007). What can video games teach us about teaching reading?. The Reading Teacher, 60(8), (pp. 718-727) .
Compton-Lilly, C. (2007). Forms of reading capital: Learning from One GED family. C. Clark & M. Blackburn (Eds.). Literacy Research for Political Action. , (pp. 113-129). Mahwah, NJ: Lawrence Erlbaum.
Compton-Lilly, C. (2006). Identity, childhood culture, and literacy learning: A case study. Journal of Early Childhood Literacy, 6(1), (pp. 57-76).
Compton-Lilly, C. (2005). Nuances of Error: Considerations relevant to African American Vernacular English and learning to read. . Literacy, Teaching, and Learning, 10(1), (pp. 43-58) .
Compton-Lilly, C. (2005). “Sounding out”: A pervasive cultural model of reading. Language Arts, 82(6), (441-451) .
Novinger, S., & Compton-Lilly, C. (2005). Telling our stories: Speaking truth to power. Language Arts, 83(3), (pp. 195-203) .
Compton-Lilly, C. (2004). Confronting Racism Poverty and Power: Classroom strategies to change the world Portsmouth, New Hampshire: Heinemann.
Compton-Lilly, C. (2003). Reading Families: The literate lives of urban children New York: Teachers College Press.
Compton-Lilly, C. (2000). “Staying on Children”: Challenging Stereotypes About Urban Parents. Language Arts, 77(5)
Interests
• My longitudinal work with families has provided many insights into the reading practices and attitudes of families. More importantly it has revealed information about how time operates in people’s lives. In particular, I have noted how children and their family members draw on events at multiple timescales to make sense of their own experiences and to craft their own identities. I am interested in theoretical and methodological frameworks that can help us to understand how time operate as a contextual factor in the lives of children in and out of school.
• Reading Recovery is a short term intervention targeted at first grade readers. Current research interests include examining the Reading Recovery experiences of diverse students.
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