Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010001
P. David Pearson, Mary B. Mcvee, Lynn E. Shanahan
Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.
{"title":"In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility1","authors":"P. David Pearson, Mary B. Mcvee, Lynn E. Shanahan","doi":"10.1108/S2048-045820190000010001","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010001","url":null,"abstract":"Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130327757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010016
J. Dole, Gerald G. Duffy, P. David Pearson
Originality/value of paper – This chapter makes an original contribution to the field in providing a historical context for the gradual release model and for addressing the chapters in this edited collection. The authors also point to some areas for next steps forward as reminders to those applying the model.
{"title":"Epilogue: Reflections on the Gradual Release of Responsibility Model: Where We’ve Been and Where We’re Going","authors":"J. Dole, Gerald G. Duffy, P. David Pearson","doi":"10.1108/S2048-045820190000010016","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010016","url":null,"abstract":"Originality/value of paper – This chapter makes an original contribution to the field in providing a historical context for the gradual release model and for addressing the chapters in this edited collection. The authors also point to some areas for next steps forward as reminders to those applying the model.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121476196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010013
Evan Ortlieb, Susan J. Schatz
Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.
{"title":"Passing the Pen: A Gradual Release Model of the Recursive Writing Process","authors":"Evan Ortlieb, Susan J. Schatz","doi":"10.1108/S2048-045820190000010013","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010013","url":null,"abstract":"Practical implications – Writing proficiency is linked to relationship building and social networks (Swan & Shih, 2005) as well as academic and career success (Cormier, Bulut, McGrew, & Frison, 2016). The GRR model of writing offers a new model of a flexible, social, and recursive writing process needed in professional development and teacher education programs.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117298357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010005
K. Au, T. E. Raphael
Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.
{"title":"Sustainable School Improvement: The Gradual Release of Responsibility in School Change","authors":"K. Au, T. E. Raphael","doi":"10.1108/S2048-045820190000010005","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010005","url":null,"abstract":"Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130811594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-26DOI: 10.1108/S2048-045820190000010008
Joseph C Rumenapp, P. Morales
Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.
{"title":"Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students","authors":"Joseph C Rumenapp, P. Morales","doi":"10.1108/S2048-045820190000010008","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010008","url":null,"abstract":"Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127519474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.1108/S2048-045820190000010002
J. Gaffney, R. Jesson
Practical Implications – When children are positioned as initiators of their learning, they are able to use their vast repertoire of knowledge of the world, language/s and literacies, and familial, cultural, and community ways of knowing to create, interpret, and engage in tasks. In this agentive view, children are positioned as holding full responsibility at the onset of any task and gradually releasing their responsibility to access support, when needed. Within tasks that are sufficiently wide for engagement at varied entry points, learners are the catalyst of the functions that were formerly initiated by teachers. Teachers invite children to access personal and contextual resources and to seek assistance, as needed, through additional external, contextual resources. This inverted model of scaffolding, that is child-directed rather than teacher-initiated, requires teachers to go beyond theories of teaching and learning and develop a theory of an individual child.
{"title":"We Must Know What They Know (And So Must They) For Children to Sustain Learning and Independence","authors":"J. Gaffney, R. Jesson","doi":"10.1108/S2048-045820190000010002","DOIUrl":"https://doi.org/10.1108/S2048-045820190000010002","url":null,"abstract":"Practical Implications – When children are positioned as initiators of their learning, they are able to use their vast repertoire of knowledge of the world, language/s and literacies, and familial, cultural, and community ways of knowing to create, interpret, and engage in tasks. In this agentive view, children are positioned as holding full responsibility at the onset of any task and gradually releasing their responsibility to access support, when needed. Within tasks that are sufficiently wide for engagement at varied entry points, learners are the catalyst of the functions that were formerly initiated by teachers. Teachers invite children to access personal and contextual resources and to seek assistance, as needed, through additional external, contextual resources. This inverted model of scaffolding, that is child-directed rather than teacher-initiated, requires teachers to go beyond theories of teaching and learning and develop a theory of an individual child.","PeriodicalId":426874,"journal":{"name":"The Gradual Release of Responsibility in Literacy Research and Practice","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116147922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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