Catherine Compton-Lilly is an associate professor in Curriculum and Instruction at the University of Wisconsin–Madison. She has taught in the public school system for 18 years. She is the author of Reading Families: The Literate Lives of Urban Children (Teachers College Press, 2003), Confronting Racism, Poverty and Power (Heinemann, 2004), Re-reading Families (Teachers College Press, 2007), the editor of Breaking the Silence (International Reading Association, 2009), and co-editor of Bedtime Stories and Book Reports (Teachers College Press, 2010). 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, 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 followed a group of eight inner-city students from grade 1 through grade 11. 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.