大声思考，一起思考，独自思考:在小学课堂中逐步释放学生使用理解策略

The Gradual Release of Responsibility in Literacy Research and Practice Pub Date : 2019-08-26 DOI:10.1108/S2048-045820190000010014

M. Ness

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引用次数: 4

摘要

论文的原创性/价值——本章提供了基于研究的例子，使用GRR模型来培养学生的推理能力。此外，本章还提供了“I”语言和句子启动器，帮助学生内化理解策略并将其应用于独立阅读。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms

Originality/value of paper – This chapter provides research-based examples of using the GRR model to build students’ ability to inference. Additionally, the chapter provides “I” language and sentence starters to help students internalize comprehension strategies and apply them to independent reading.

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The Gradual Release of Responsibility in Literacy Research and Practice

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