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.
Rumenapp, J.C. and Morales, P.Z. (2019), "Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students", McVee, M.B., Ortlieb, E., Reichenberg, J.S. and Pearson, P.D. (Ed.) The Gradual Release of Responsibility in Literacy Research and Practice (Literacy Research, Practice and Evaluation, Vol. 10), Emerald Publishing Limited, Bingley, pp. 119-135. https://doi.org/10.1108/S2048-045820190000010008
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