Gloria Lopata-Prosperi began her career as a first grade teacher. Over the years, she developed an interest in understanding the different ways in which children developed their acuity in reading. It was during that journey, and as she continued her education, that she came to understand that the basis of reading was more than simply reciting words on a page, but rather comprehending the content.
As she moved from being a classroom teacher to the position of Reading Clinician, she was able to interact with children of different age levels. That experience brought into distinct focus how children lacking in the skills to engage automatically in various comprehension strategies directly impacted their ability to read both fiction and non-fiction literature with accuracy and understanding.
Based upon the work of Dolores Durkin, Donald Graves, and other pioneers in the field of reading, she followed their lead to not simply teach children to focus on only saying the words on a page but to additionally speak with children about their reading, help them grapple with the meaning of what they were reading, and teach them to think strategically as they read.
After moving to the position of Supervisor of Language Arts, she provided professional development for teachers at all grade levels in reading and writing development with a focus on comprehension strategy instruction. This was a challenging undertaking within the school district dealing with changes in curriculum mapping and methodology requiring ongoing professional growth for both administrators and faculty with students being the beneficiaries. Her doctoral studies in reading, language and literature, offered a deeper and more comprehensive base from which to offer more finite teaching and learning strategies. The outcome provided teachers at all grade levels with the ability to help their students internalize the comprehension process while discovering new knowledge and understandings as they read both narrative and expository text.