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.
Ness, M.K. (2019), "Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms", 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. 217-227. https://doi.org/10.1108/S2048-045820190000010014
Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited