Curriculum Studies


Enhancing the Rigor of Reading Discourse

Friday, November 10
1:15 PM - 2:15 PM
Location: Exhibit Hall Roundtable 4

Teachers and students can bring the reading classroom alive through dialogic discourse that encourages student ideas, invites exploration of advanced concepts, and celebrates challenging literature! Key strategies for teachers for enhancing the rigor of discourse include planning higher-level questions in advance and considering how they listen to students. When teachers provide gifted students with the space to engage in and lead meaningful discussions, students strengthen their leadership and independent reading skills. But how can teachers ensure the discourse will be rigorous? When should a teacher interject or just listen? In this interactive session, the presenters address these questions and others by discussing and modeling practical strategies to enhance reading discourse.

Cindy M. Gilson

Assistant Professor of Gifted Education
University of North Carolina at Charlotte

Cindy M. Gilson is an Assistant Professor in the Special Education and Child Development department at University of North Carolina at Charlotte. After teaching elementary education for over 10 years, she received her Ph.D. in Educational Psychology with an emphasis in Gifted Education and Talent Development from the University of Connecticut. Her research interests include gifted and talented education, differentiated curriculum and instruction, classroom discourse, and professional development.


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Catherine Little

Associate Professor
University of Connecticut

Catherine Little, PhD, is an Associate Professor in Educational Psychology at the University of Connecticut. She teaches courses in gifted and talented education and in the undergraduate honors program, and she serves on the University’s Honors Board of Associate Directors. Her research interests include professional development, differentiation of curriculum and instruction for advanced learners, and classroom questioning practices. She co-edited the text Content-Based Curriculum for High-Ability Learners with Joyce VanTassel-Baska. Catherine is currently serving as Governance Secretary of the Board of Directors of the National Association for Gifted Children.


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Enhancing the Rigor of Reading Discourse

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