Catherine Compton-Lilly

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CONTACTING US

Main Office

Curriculum & Instruction
School of Education
UW-Madison
210 Teacher Education Building
225 North Mills Street
MadisonWI  53706

Tel: 608/263.4600
Fax: 608/263.9992

Email: curric@education.wisc.edu
or by contact form
 

Catherine Compton-Lilly

Profile Photo

Catherine Compton-Lilly


Curriculum and Instruction (CI)


456B Teacher Education Building  binoculars icon
225 N Mills St
Madison, WI 53706-1707
Office: 608/890-0909

comptonlilly@wisc.edu

Personal Biography

Catherine Compton-Lilly is a Professor Emeritus in Curriculum and Instruction at the University of Wisconsin Madison. She was an elementary school teacher for 18 years. She has authored/edited eight books including four volumes that follow her former students from grade one through high school. Dr. Compton-Lilly has authored articles in the Reading Research Quarterly, Research in the Teaching of English, The Reading Teacher, The Journal of Early Childhood Literacy, Written Communication, The Reading Teacher, and Language Arts. Dr. Compton-Lilly engages in longitudinal research projects that last over long periods of time. In her most recent study, she is following nine children in immigrant families as they move through school. Her interests include examining how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers.



 

 

Teaching Interests

Dr. Compton-Lilly taught courses related to literacy history, theory, and globalization. Her teaching interests also focus on the longitudinal construction of literate identities and the ways children develop as students and readers. In addition to teaching these courses, Compton-Lilly is involved with local partnerships schools and works closely with the Wisconsin Reading Association.

Scheduled Teaching

  • Fall 2012 - Seminar on Literacy
    Course Prefix: 272, Course Number: 604, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture/Discussion
     
  • Fall 2012 - Seminar: Global/Local Conceptions of Literacy
    Course Prefix: 272, Course Number: 675, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture/Discussion
     
  • Spring 2012 - Seminar: Identity and Learning
    Course Prefix: 272, Course Number: 675, Section: 16, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture/Discussion
     
  • Spring 2012 - Seminar: Sociocultural Literacies
    Course Prefix: 272, Course Number: 675, Section: 010, Minimum Credit Hours: 3, Maximum Credit Hours: 3, Course Level: Graduate, Course Delivery Mode: Lecture/Discussion
     

Non-Credit Teaching

  • Instruction Type: Workshop, Sponsoring Organization: Literacies, Cultures, and Languages Institute, Audience: Department, Participants: 45, Academic, Description: Orgnized and hosted a workshop to prepare undergraduate students for the forthcoming Wisconsin Foundation of Reading Test.
    Start Date: November 17, 2012, End Date: November 17, 2012

  • Instruction Type: Conference, Sponsoring Organization: Literacies, Cultures, and Languages Institute, Audience: Regional, Participants: 150, Professional, Description: The Literacies, Cultures, and Languages Conference featured locally and nationally recognized speakers sharing information on issues related to literacy teaching and learning.
    Website: http://literacy.education.wisc.edu/
    Start Date: November 16, 2012, End Date: November 17, 2012

  • Instruction Type: Continuing Education, Sponsoring Organization: UW Education Outreach Program, Audience: State, Participants: 24, Professional, Start Date: 2010, End Date: 2010

Research Interests

Dr. Compton-Lilly's research interests focus on reading instruction for children who have historically been underserved in American schools. Her work with African American students and second language learners in particular has led her to conduct longitudinal qualitative research studies that extend across long periods of time. Her recently completed study followed eight children from her first grade class through grade eleven. Dr. Compton-Lilly is particularly interested in how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers.

Publications

  • Compton-Lilly, C.F. (2016). A Closer Look at a Summer Reading Program: Listening to Students and Parents. The Reading Teacher.
  • Compton-Lilly, C.F. (2015). Reading lessons from Martin: A case study of one African American student. Language Arts. 92(6), 401-411.
  • Compton-Lilly, C.F. (in press). Time in Education: Expanding Conceptions and Theoretical Possibilities. Time and Society.
  • Compton-Lilly, C.F. (2014). The development of writing habitus: A ten-year case study of a young writer. Written Communication. 31, 371-403.
  • Compton-Lilly, C.F., & Halverson, E.R. (2014). Time and space in literacy research. New York: Routledge.
  • Compton-Lilly, C.F., & Graue, M.E. (2013). Agency, authority, and action in family literacy scholarship: An analysis of the epistemological assumptions operating in family literacy scholarship. In J. Larson & J. Marsh (Eds.), Handbook of Early Childhood Literacy, 2nd Ed.. London: Sage Publications.
  • Compton-Lilly, C.F. (2013). Qualitative Approaches to Case Study Methodology in Education. In A. Trainor & E. Graue (Eds.), Publishing Qualitative Research in the Social and Behavioral Sciences: A Guide for Reviewers and Researchers.
  • Compton-Lilly, C.F. (2013). Literacy and identity construction across time and space: The case of Jermaine. Journal of Adolescent and Adult Literacy. 56(5).
  • Compton-Lilly, C.F. (2012). Reading time: The Literate Lives of Urban Secondary Students and Their Families. Reading time: The Literate Lives of Urban Secondary Students and Their Families. New York: Teachers College Press.
  • Compton-Lilly, C.F., & Greene, S. (2011). Bedtime stories and book reports: Connecting parent involvement and family literacy.
  • Compton-Lilly, C.F. (2011). Counting the uncounted: African American students in one reading intervention. Journal of Early Childhood Literacy.. 11(1), 3 - 24.
  • Compton-Lilly, C.F. (2011). Time and reading: Negotiations and affiliations of a reader, grades one through eight. Research in the Teaching of English.. 45(3), pp 224 - 252.
    Abstract: (invited submission; revised and resubmitted)
  • Compton-Lilly, C.F. (2010). Considering time in the field of family literacy and in the lives of families. In K. Dunsmore & D. Fisher (Eds.), Bringing Literacy Home, (pp. 306 - 331). Newark, DE: International Reading Association.
  • Compton-Lilly, C.F. (2010). Learning about Mason: A collaborative lesson with a struggling reader. Struggling Readers Column, The Reading Teacher. 63(8), pp. 698 - 700.
  • Compton-Lilly, C.F. (2009). Breaking the Silence: Recognizing the social and cultural resources students bring to the classroom. Newark, Delaware: International Reading Association.
  • Compton-Lilly, C.F. (2009). Literacy practices of African American children: Three case studies. In G. Liu (Eds.), Multicultural families, home literacies, and mainstream schooling, (pp. pp 29 - 49). Charlotte, NC: Information Age Publishing Company.
  • Compton-Lilly, C.F. (2009). What can new literacy studies offer to the teaching of struggling readers?[Struggling Reader Column]. The Reading Teacher. 63(1), 88-90.
  • Compton-Lilly, C.F. (2009). Research Directions: Listening to families over time: Seven lessons learned about literacy in families. Language Arts. 86(6), pp 449 - 457.
  • Compton-Lilly, C.F. (2008). Teaching struggling readers: Capitalizing on diversity for effective learning. Struggling Readers Column, The Reading Teacher. 61(8), pp. 668 - 672.
  • Compton-Lilly, C.F. (2007). Forms of reading capital: Learning from one GED family. In C. Clark & M. Blackburn (Eds.), Literacy Research for Political Action, (pp. pp. 113 - 129). Mahwah, NJ: Lawrence Erlbaum.
  • Compton-Lilly, C.F. (2007). Re-Reading families: The literate lives of urban children four years later. New York, NY: Teachers College Press.
  • Compton-Lilly, C.F. (2007). The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly. 42(1), 72 - 98.
  • Compton-Lilly, C.F. (2007). What can video games teach us about teaching reading? The Reading Teacher. 60(8), 718 - 727.
  • Compton-Lilly, C.F. (2006). Identity, childhood culture, and literacy learning: A case study. Journal of Early Childhood Literacy. 6(1), 57-76.
  • Compton-Lilly, C.F. (2005). "Sounding out:" A pervasive cultural model of reading. Language Arts. 82(6), 441 - 451.
  • Compton-Lilly, C.F. (2005). Nuances of error: Considerations relevant to African American Vernacular English and learning to read. Literacy, Teaching, and Learning. 10(1), 43-58.
  • Novinger, S., & Compton-Lilly, C.F. (2005). Telling our stories: Speaking truth to power. Language Arts. 82(3), 195-203.
  • Compton-Lilly, C.F. (2004). Confronting Racism, Poverty and Power. Portsmouth, NH: Heinemann Publishers.
  • Compton-Lilly, C.F. (2003). Reading Families: The Literate Lives of Urban Children. Reading Families: The Literate Lives of Urban Children. New York: Teachers College Press.
  • Compton-Lilly, C.F. Longitudinal Studies. Manuscript in preparation.
  • Compton-Lilly, C.F. (in press). Reading Students' Lives: Literacy Learning across Time. Reading Students' Lives: Literacy Learning across Time. New York: Routledge.
  • Compton-Lilly, C.F. (in press). The development of literacy practices across a decade: Families, friends, and schools. Adolescent literacy: A Handbook of Practice-Based Research. Guilford Publishing.
  • Compton-Lilly, C.F. Academic Literacy Development: A ten-year case study of an aspiring writer. Manuscript submitted for publication.
  • Compton-Lilly, C.F. (in press). Conversation Currents: Family literacy. Language Arts.
  • Compton-Lilly, C.F. (in press). Temporality, Trajectory, and Early Literacy Learning. International Handbook of Research in Children’s Literacy, Learning and Culture. West Sussex: Wiley-Blackwell.

Presentations

  • Compton-Lilly, C.F. (2012). Literacy and Identity Construction across Time and Space: The case of Jermaine, Journal of Adolescent and Adult Literacy, International Reading Association, Podcast.
  • Compton-Lilly, C.F., Presenter & Author (2012, April 15). An Introduction to the Symposium: Literacy, Identity, and Learning: A Three-Year Longitudinal Study With Immigrant Families, 2012 Annual Meeting American Educational Research Association, AERA, Vancouver, Canada.
  • Compton-Lilly, C.F., Presenter & Author (2012, April 15). Home Literacy, Diversity, and Epistemological Assumptions, 2012 Annual Meeting American Educational Research Association, AERA, Vancouver, Canada.
  • Compton-Lilly, C.F., Discussant (2012, April 14). Discussant: Bridging New Literacy Studies, Classroom Language Ethnography, and Bourdieu’s Social Philosophy, 2012 Annual Meeting American Educational Research Association, AERA, Vancouver, Canada.
  • Compton-Lilly, C.F., Presenter & Author (2012, April 14). Listening to Students: Providing, Making, Taking, and Giving Time, 2012 Annual Meeting American Educational Research Association, AERA, Vancouver, Cannada.
  • Compton-Lilly, C.F. (2012). Analyzing epistemological considerations related to diversity: An integrative critical literature review, Podcast: Reading Research Quarterly, International Reading Association, Online Podcast.
  • Compton-Lilly, C.F. (2012). Home, School, and Community Literacies, TESOL International Convention, Teachers of English to Speakers of Other Languages, Philadelphia, PA.
  • Compton-Lilly, C.F. (2012). Reading Families, WSRA 2012 Convention, Wisconsin State Reading Association, Milwaukee, WI.
  • Compton-Lilly, C.F. (2012). Retrospective Miscue Analysis, WSRA 2012 Convention, Wisconsin Reading Convention, Milwaukee, WI.
  • Compton-Lilly, C.F., Discussant (2011, December 03). Notions of Hybridity in Immigrant Families, Literacy Research Association Annual Conference, LRA, Jacksonville, Florida.
  • Compton-Lilly, C.F., Discussant (2011, December 02). Community-based Experiences in Literacy Teacher Education, Literacy Research Association Annual Conference, LRA, Jacksonville, Florida.
  • Compton-Lilly, C.F., Discussant (2011, December 01). Literacy, Identity and Learning: A Three-Year Longitudinal Study, Literacy Research Association Annual Conference, LRA, Jacksonville, Florida.
  • Compton-Lilly, C.F. (2011, November 14). Analyzing Epistemological Considerations Related to Diversity: An Intehgrative Critical Literature Review of Family Literacy Scholarship, Reading Research Quarterly Podcast, International Reading Association, Univerity of Missouri.
  • Compton-Lilly, C.F. (2011, November 13). Literacy and Schooling in One Family across a Decade, Global Conversations in Literacy Research, Global Conversations in Literacy Research, Online web seminar.
  • Compton-Lilly, C.F. (2011, September 16). Reading Time: Modernist thinking in a postmodern world, European Conference of Educational Research, ECER, Berlin, Germany.
  • Compton-Lilly, C.F., Discussant (2011, September 16). Communities Families and Schooling in Educational Research, European Conference on Educational Research, ECER, Berlin, Germany.
  • Compton-Lilly, C.F. (2011). Literacy and schooling in one family across time, Queensland University of Technology, Queensland University of Technology, Brisbane, Australia.
  • Compton-Lilly, C.F. (2011). An integrative critical literature review related to diversity in family literacy scholarship, Queensland University of Technology, University of Shefield, Shefield, England.
  • Compton-Lilly, C.F. (2011). Chronotopes of schooling and student identities: Time space and student success, Sheffield Hallam University, Sheffield Hallam University, Sheffield, England.
  • Compton-Lilly, C.F., Presenter & Author (2011, May 22). Temporal Discourse Analysis, Discourse Analysis and Multimodality, Indiana University, Blomington, Indiana.
  • Compton-Lilly, C.F., Presenter & Author (2011, May 05). Literacy and Schooling in on Family across Time, University of Leeds, University of Leeds, Leeds, England.
  • Compton-Lilly, C.F., Presenter & Author (2011, May 04). An Integrative Critial Review Related to Diversity in Family Literacy Scholarship, University of Sheffield, University of Sheffield, Sheffield, England.
  • Compton-Lilly, C.F. (2010). Chronotopes of schooling and student identities: Time, space and student success., Literacy Research Association Conference, Literacy Research Association, Fort Worth, TX.
  • Compton-Lilly, C.F. (2010). Family Literacy across Time: The Field, Families, and Bradford Holt, Literacy Research Association Conference, Literacy Research Association, Fort Worth, TX.
  • Compton-Lilly, C.F. (2010). Documenting discourses across time., United Kingdom Literacy Association, International Conference, United Kingdom Literacy Association, Winchester, UK.
  • Compton-Lilly, C.F. (2010). Sharing Session - Center for Video Ethnography and Discourse Analysis in Education., Working Conference on Discourse Analysis, The Ohio State University, Columbus, OH.
  • Compton-Lilly, C.F. (2010). A Critical Integrative review of the field of family literacy., AERA, AERA, Denver, CO.
  • Compton-Lilly, C.F. (2010). Documenting discourses across time: Negotiating literacy and schooling in one family., AERA, AERA, Denver, CO.
  • Compton-Lilly, C.F. (2010). Exploring successful reading: Following urban parents across time., AERA, American Educational Research Association, Denver, CO.
  • Compton-Lilly, C.F. (2010). Critical Lessons: Conducting teacher research with families and in communities., University of New Hampshire, Manchester, NH.

Departmental Service

  • MCEA Cohort Leader
    Dates of Membership: 2012 - Pres.
  • Faculty Advisor. Period of Service: Jan. 2013 - Dec. 2014

  • Education Outreach Committee
    Dates of Membership: 2011 - Pres.
  • Committee Member. Period of Service: 2011 - Pres.

  • Graduate Programs Committee
    Dates of Membership: Sep. 2006 - June 2011
  • Committee Member.

  • Brown Bag Lunch on Graduate Advising
  • Attendee, Meeting.

School Service

  • Informational Visit to Ugandan Schools and Universities
    Dates of Membership: July 2012 - Aug. 2012
  • Representative.

  • Literacies, Cultures, and Languages Institute
    Dates of Membership: 2011 - Pres.
  • Director. Period of Service: Sep. 2012 - June 2015

  • Neuroscience Committee
    Dates of Membership: 2011 - Pres.
  • Faculty Representative. Period of Service: Sep. 2011 - June 2013

  • Partnership Network
    Dates of Membership: 2011 - Pres.
  • Faculty Representative. Period of Service: Sep. 2011 - June 2013

  • Three Deans Meeting
    Dates of Membership: 2010 - 2011
  • Attendee, Meeting. Period of Service: Aug. 2010 - Aug. 2011

Public Service

  • Literacies, Cultures, and Languages Institute
    Dates of Membership: 2012 - Pres.

  • Wisconsin Department of Public Instruction: Educator Effectiveness
    Dates of Membership: Jan. 2012 - July 2012

  • Reading Recovery Center
    Dates of Membership: Sep. 2006 - June 2012

  • Madison Area Reading Council

Awards and Honors

  • Invited Participant, Working Conference on Discourse Analysis
    Organization: Ohio State University
    Date(s): June 1, 2012 - June 4, 2012
  • Invited Partricipant
    Organization: Three Deans Meeting, Melbourne, Australia
    Purpose: Scholarship/Research
    Scope: International
    Date(s): August 01, 2011 - August 05, 2011
  • Recognition for Graduate Student Advising
    Organization: Curriculum and Instruction
    Purpose: Service, University
    Scope: Department
    Date(s): May 2011
  • Invited Participant, Three Deans Meetings
    Organization: Institute of Education, London, England
    Date(s): July 2010 - August 2010
  • Invited Participant, Working Conference on discourse Analysis
    Organization: Center for Video Ethnography and Discourse Analysis in Education, The Ohio State University
    Date(s): June 04, 2010 - June 06, 2010
  • 2009 Dina Feitelson Research Award
    Organization: International Reading Assoc., Minneapolis, MN
    Description: For an empirical research article in reading.
    Date(s): 2009
  • Diversity Fellow
    Organization: Division G of the American Educational Research Association
    Description: Social Contexts of Educational Research
    Date(s): 2005 - 2009
  • Postdoctoral Fellowship
    Organization: Spencer NEA
    Date(s): 2002
  • Fulbright Memorial Fund Scholar
    Organization: Teacher Program
    Date(s): 2001
  • Toyota Tapestry Award
    Organization: National Science Teachers Association
    Description: Investigating Lead Poisoning in an Inner-City Community
    Date(s): 2000

Memberships

  • Literacy Research Association
    Member Since: 2006
  • National Council of Teachers of English Assembly for Research (NCTEAR)
    Position Held: Past Conference Co-Chair, Past President, Scope of Organization: National, Member Since: September 2000
  • International Reading Association
    Member Since: 2000
  • National Council of Teachers of English (NCTE)
    Scope of Organization: Regional, Member Since: 2000
  • Reading Recovery Council of North America
    Member Since: 2000
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