To read the full version of this content please select one of the options below:

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

The Gradual Release of Responsibility in Literacy Research and Practice

ISBN: 978-1-78769-448-4, eISBN: 978-1-78769-447-7

ISSN: 2048-0458

Publication date: 26 August 2019

Abstract

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.

Keywords

Citation

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

Publisher

:

Emerald Publishing Limited

Copyright © 2019 Emerald Publishing Limited