Value– An initial search for literature related to the GRR model, that specifically addresses the needs of deaf students, produced few results. By making connections between existing reading and writing interventions and the GRR model, this chapter provides a means by which educators of deaf children can begin to frame evidence-based literacy interventions within the GRR model. Such a change may prompt deeper discussions of the need to move beyond explicit and guided instruction present in many interventions to instructional pedagogy that supports DHH students in moving toward independence.
Salehomoum, M. (2019), "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", 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. 153-168. https://doi.org/10.1108/S2048-045820190000010010
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