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gradual release of responsibility in literacy research and practice
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come. By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.
1. In the beginning: the historical and conceptual genesis of the gradual release of responsibility / P. David Pearson, Mary B. McVee, Lynn E. Shanahan -- 2. We must know what they know (and so do they) for children to sustain learning and independence / Janet S. Gaffney, Rebecca Jesson -- 3. Releasing responsibility for what? developing learning environments for text-based inquiry in the disciplines in secondary schools / Cynthia Greenleaf, Mira-Lisa Katz -- 4. The ebb and flow of scaffolding: thinking flexibly about the gradual release of responsibility during explicit strategy instruction / Lynn E. Shanahan, Andrea L. Tochelli-Ward, Tyler W. Rinker -- 5. Sustainable school improvement: the gradual release of responsibility in school change / Kathryn H. Au, Taffy E. Raphael -- 6. Leading learning through a gradual release of responsibility instructional framework / Kimberly Elliot, Nancy Frey, Douglas Fisher -- 7. Gradually releasing responsibility in justice-centered teaching: educators reflecting on a social justice literacy workshop on police brutality / Tiffany M. Nyachae, Mary B. McVee, Fenice B. Boyd -- 8. Gradual release in the early literacy classroom: taking languaging into account with emergent bilingual students / Joseph C. Rumenapp, P. Zitlali Morales -- 9. Employing the gradual release of responsibility framework to improve the literacy instruction of emergent bilingual students in the elementary grades / Georgia Earnest García, Christina Passos DeNicolo -- 10. Scaffolding development of self-regulated and strategic literacy skills in deaf or hard of hearing students: a review of the literature through the lens of the gradual release of responsibility model / Maryam Salehomoum -- 11. Literacy coaching for agentive and sustainable teacher reflection: joint action within a gradual release of responsibility as apprenticeship / Jennifer Sharples Reichenberg -- 12. "See, you can make connections with the things you learned before!" using the gradual release of responsibility to scaffold language and concept learning in science / H. Emily Hayden -- 13. Passing the pen - a gradual release model of the recursive writing process / Evan Ortlieb, Susan Schatz -- 14. Think aloud, think along, think alone: gradually releasing students to use comprehension strategies in elementary classrooms / Molly K. Ness -- 15. Sustaining culture, expanding literacies: culturally relevant literacy pedagogy and gradual release of responsibility / Jennifer D. Turner and Chrystine Mitchell -- 16. Epilogue: reflections on the gradual release of responsibility model: where we've been and where we're going / Janice A. Dole, Gerald G. Duffy, P. David Pearson.
edited by Mary McVee (University at Buffalo, USA), Evan Ortlieb (St John's University, USA), Jennifer Reichenberg (Medaille College, USA), P. David Pearson (University of California, USA).
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Teaching Methods & Materials / Reading & Phonics
Literacy research, practice and evaluation ; 10