During her residence as University of Auckland Distinguished Visitor, Cynthia Greenleaf presented this seminar describing the Reading Apprenticeship research and design principles that engage teachers in sustained, collaborative inquiry into instructional content and student engagement and learning.
In this presentation at the U.S. Department of Education-sponsored annual meeting of the Striving Readers Comprehensive Literacy state project directors (Washington, August 22, 2013), Cynthia Greenleaf describes how the Reading Apprenticeship approach (central to two five-year ED-funded research studies—RAISE and Project READI) builds the capacity of secondary teachers to support even profoundly inexperienced readers to engage with complex disciplinary text.
Cynthia Greenleaf argues in this presentation at the International Reading Association that for all students, disciplinary literacy needs to build from metacognitive, inquiry engagements with texts. She describes teacher professional development, therefore, that helps teachers create such learning opportunities, based on their own metacognitive inquiry into their disciplines, texts, reading and discourse practices, student learning, and their own teaching.