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Cris Tovani      

Nationally Recognized Education Consultant & Instructional Coach; Author, "Why Do I Have to Read This?," "I Read It But I Don't Get It" & "Do I Really Have to Teach More Reading?"

Cris Tovani is an accomplished educator, having spent 31 years teaching students from first grade to seniors. Her career has been dedicated to bridging the often wide "knowing-doing" gap in education, applying reading and writing research to learners of all levels. In addition, she has worked with secondary English language learners in a high-poverty district in Colorado, showcasing her ability to adapt her teaching methods to a diverse range of learners.

Currently, Tovani facilitates literacy labs in several states and promotes collaboration among colleagues. Her work extends beyond teaching students to working with administrators, helping them build their background knowledge on best practices. Her dedication to improving education at all levels has also led her to become an internationally known consultant on reading, content comprehension, and assessment in secondary classrooms.

Expanding her influence beyond the classroom, Tovani has authored four books: "I Read It but I Don't Get It," "Do I Really Have to Teach Reading?," "So, What do They Really Know?," and "No More Telling as Teaching: Less Lecture, More Engaged Learning." These works further highlight her dedication to enhancing educational standards and practices, allowing her to share her innovative teaching strategies and insights into student learning and comprehension.

Speech Topics

Removing the Masks of Disengagement: Strategies That Hook Our Most Reluctant Learners

The best reading strategy in the world won’t work if students are disengaged. Now, more than ever before, students want authentic reasons to read, write, and discuss. During this daylong workshop, Cris Tovani will share planning structures and literacy strategies to help content area teachers anticipate and remove learning roadblocks so that students are more engaged. Cris will provide concrete ideas to re-engage students and improve the way they comprehend text.

Participants will work toward meeting for the following learning targets:

  • I can describe what full engagement looks like.

  • I can plan so that students are engaged in the work of my discipline (reading, writing, discussing, creating, performing, solving, researching…) for more minutes of the class period than I am talking.

  • I can provide reasons for students to read, write, and discuss in my content area.

  • I can model for students how to monitor and repair meaning when reading complex text.

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