Cris enjoys examining how to integrate best practice research with 125+ students to bridge the knowledge-doing gap. She has tried to integrate reading and writing research to a variety of learning circumstances throughout her career. She believes it is critical to share both her accomplishments and failings with colleagues in order to demonstrate how difficult teaching can be. Cris has been teaching classes one through twelve for the past 34 years. She has had the privilege of working with preservice and secondary teachers in addition to being a classroom teacher.

She worked as an adjunct professor at the University of Colorado at Denver and Denver University for numerous years. Cris conducts training on disciplinary literacy and learning assessment. Her main goal is to show students how to incorporate literacy skills into classes so that they can become better readers and writers of disciplinary literature. Her favorite days are when she gets to plan with teachers and then Read More chevron_right

Cris enjoys examining how to integrate best practice research with 125+ students to bridge the knowledge-doing gap. She has tried to integrate reading and writing research to a variety of learning circumstances throughout her career. She believes it is critical to share both her accomplishments and failings with colleagues in order to demonstrate how difficult teaching can be. Cris has been teaching classes one through twelve for the past 34 years. She has had the privilege of working with preservice and secondary teachers in addition to being a classroom teacher.

She worked as an adjunct professor at the University of Colorado at Denver and Denver University for numerous years. Cris conducts training on disciplinary literacy and learning assessment. Her main goal is to show students how to incorporate literacy skills into classes so that they can become better readers and writers of disciplinary literature. Her favorite days are when she gets to plan with teachers and then work with students in classrooms.

Cris tries to walk the talk by showing teachers how to prepare for engagement and execute instruction so that students have more time to read, write, and discuss throughout the class hour than their instructor does. Why Do I Have to Read This? is the title of Cris's new book. Her other publications include I Read It But I Don't Understand It and Do I Really Have to Teach Reading?