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
This content is currently only available as a PDF
Citation
(2019), "", 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. 265-270. https://doi.org/10.1108/S2048-045820190000010017
Publisher
:Emerald Publishing Limited
Copyright © 2019 Emerald Publishing Limited
INDEX
Index
Note: Page numbers followed by “n” with numbers indicate notes.
“Abiotic”
, 193
Achievement gap discourses
, 230
Activism
, 114–115
Adult learning
, 95–96
American Sign Language (ASL)
, 162, 166n2
Amplification/assistive listening device
, 155
Andragogy
, 95–96
Apprenticeship (see also Reading Apprenticeship)
cognitive
, 55
within GRR model
, 185
literature
, 173
Arizona English Language Learner Assessment (AZELLA)
, 83–84
Behavioral theories of learning
, 247
Behaviorism
, 247
Bilingual teachers
, 139–140
Bruner’s theory of cognitive development
, 58
Bully, The (Langan)
, 233–234
Capitalism
, 112–114
Center for Study of Reading
, 4
Children’s resources
, 27
Classroom
interactions
, 171–172
teaching
, 257
visits
, 175–176
Coaches/coaching
, 171–172
revoices
, 179–180
sessions
, 175–176
suggestion
, 177
Cochlear implant (CI)
, 155, 166n1
Cognates
, 139, 142–144
Cognitive apprenticeship
, 55
Cognitive processes
, 207
Cognitive strategies
implementing GRR to model cognitive strategies in Spanish
, 145–146
instruction
, 140
Cognitive turn
, 248–249
Coherent curriculum
, 68–69, 76
Collaborative and guided practice
, 173
Collaborative learning
, 93
Collaborative meaning making
, 45
Collaborative reading strategies list
, 43
Collegial scaffolding
, 4–5
Common Core State Standards
, 207
Comprehension, check, and repair strategy (CC&R strategy)
, 158–159
Comprehension strategies
, 157
Conditional knowledge
, 55, 140
recognizing need for
, 61–64
Contemporary educational psychology
, 7
Critical digital literacy projects for older students
, 240
Critical Elements of Strategy Instruction (CESI)
, 55
Critical literacy
, 108
Cultural identities
, 231
Culturally relevant literacy pedagogy
, 231
Ladson-Billings’ principles
, 231
transforming GRR model through
, 231–240
Culturally relevant texts
, 234
Culturally responsive independent practices
, 238–240
Deaf education, GRR model enacted in
, 157
Deaf or hard-of-hearing students (DHH students)
, 155–156
approaches to supporting reading comprehension for
, 157
approaches to supporting writing skills development for
, 161
CC&R strategy
, 158–159
individualized approach with single subject
, 159–160
scaffolded self-editing approach
, 162–163
SRSD
, 161–162
think-aloud approach to assessment and instruction
, 160–161
Deaf students and educational settings
, 155–156
Dialogic reading
, 233
comprehension instruction
, 140–141
Diversity
, 156, 230
dimensions
, 233
in student participants
, 157
Durkin’s study
, 247
Early literacy classroom
context and participants
, 125
description of classroom
, 126
GRR and metacognition
, 121–123
guided instruction
, 127–132
guided instruction activities
, 124–125
language socialization
, 123–124
learning
, 120–121
metacognition and metalinguistics
, 123
methods
, 124
modeling
, 126–127
telling case
, 125–126
Education databases
, 108
Education Resources Information Center (ERIC)
, 108
Education Source
, 108
Elementary schools
, 230
Elementary teachers and readers
, 220
Emergent bilingual students
, 138–140
English as New Language (ENL)
, 175
English as second language (ESL)
, 125
English language learner program (ELL program)
, 74, 83
English learners (ELs)
, 171
English to Speakers of Other Languages (ESOL)
, 234
Eurocentric curriculum
, 108
Facilitators
, 44
Freedom Summer (Wiles)
, 234
Goin’ Someplace Special (McKissack)
, 234
GOLD Online Assessment
, 126
“Goldilocks” principle
, 12
Gradual release of responsibility (GRR)
, 2–3, 6, 10, 24, 40, 56, 59–60, 68, 93, 107, 120, 139, 143–145, 157, 170–172, 191–192, 206, 208, 218, 231, 246
benefits of using GRR instead of scripted instruction
, 146–147
collegial scaffolding
, 4–5
in Contemporary Educational Psychology
, 7, 56
continuing evolution
, 250–257
Ebb and flow of scaffolding
, 57
enhancements in model
, 9
Fisher and Frey’s Version
, 14
historical context for
, 246–248
implementing group learning within
, 257–259
implementing to support writing in English
, 148–149
instructional framework
, 93–95
joint actions within
, 184–185
in learning walks
, 96–99
and metacognition
, 121–123
misuses
, 253–257
model
, 8, 108–109, 157
potential for PSD of teachers
, 139–140
in professional learning
, 99–100
scaffolded instructional support for strategic processing
, 57–59
socio-constructivist PSD and
, 141–142
teacher and student responsibility
, 17
visual model
, 5–8
Guided practice
, 237–238
component
, 218
I Can statements
, 79–80, 87
“I do-We do–You do” cycle
, 226
“I Do” lessons
, 232–235
“I Do” phase
think-alouds for
, 221–222
transferring to
, 225–226
Iconic representation
, 58
Instruction(al)
alternative models of
, 250
framework
, 43, 159
leadership
, 92–93, 95
Interactions
, 27–28
instructive series
, 29
window into interactions within tasks
, 30–31
Intersubjectivity
, 26
tasks with scope
, 28–30
window into interactions within tasks
, 30–31
Joint action
, 173
GRR and
, 174, 184–185
model for literacy coaching
, 174
Joy Luck Club (Tan)
, 235
Justice-centered teaching
, 107–108
K-8
reading in urban school
, 82
schools
, 230
Ladson-Billings’ principles of culturally relevant pedagogy
, 231
Language
directive and heavily scaffold
, 197–198
elaborating on student responses and questions
, 198–200
implications for practice
, 201–202
incorporating into science inquiry, discourse, and writing
, 197
independent student use
, 200–201
socialization
, 123–124
Languaging
, 120–121, 126
Learning
, 4–5, 120, 209
alternative models of
, 250
communities
, 85
opportunities
, 27
progressions
, 213
Learning walks
GRR in
, 96–99
implementing to support classroom teachers
, 97–98
Literacy
, 24
achievement
, 70, 81
knowledge
, 77
learning
, 232
portfolios
, 163
research
, 232
skills
, 154–155
Literacy coaching
, 171
apprenticeship within GRR model
, 185
appropriation
, 173
classroom visits
, 175–176
coaching sessions
, 175–176
creating central challenge question
, 179–180
data analysis
, 176–177
describing video
, 178–179
enactment
, 182
findings
, 177
generating alternatives
, 180–181
GRR and joint action
, 174
GRR model
, 170–171
identify initial perplexity
, 177–178
implications
, 184
joint action model for
, 174–175
joint actions within GRR model
, 184–185
methodology
, 174
reflecting again
, 182
reflective development
, 171–172
reflective framework
, 175–176
secondary level
, 172
selecting alternatives
, 181
situated joint action
, 173
sustainability
, 183
teacher agency and independence
, 182–183
theoretical framework
, 172
variable responsibility
, 173
Mainstreaming
, 156
Making it Home: Real Life Stories from Children Forced to Flee (Naidoo)
, 237
Ma¯ori principle
, 28
Metacognitive/metacognition
, 123
conversation
, 43
conversational routines
, 46–47
GRR and
, 121–123
routines
, 44
strategies
, 157
Metalinguistics
, 123
Miss Nelson is Missing (Allard & Marshall)
, 220, 223
National Assessment of Educational Progress (NAEP)
, 70, 230
National Governors Association Center for Best Practices & Council of Chief State School Officers (NGA/CCSSO)
, 25
Other Side, The (Woodson)
, 234
Perplexity, Describe, Central Challenge, Alternatives, Select, Enact, Reflect framework (PD-CASE-R framework)
, 176–182
Phonemes
, 123
Planning
in research
, 249
tool
, 44
Police brutality
, 105–106, 111
Primary classrooms, bridging home and school in
, 239–240
Professional development (PD)
, 171
Professional learning
, 44
as apprenticeship, sustained support, and GRR
, 42–44
GRR in
, 99–100
Professional learning communities (PLCs)
, 45, 95, 100
Professional staff development (PSD)
, 139
GRR potential for teachers
, 139–140
socio-constructivist
, 141–142
Public–private axis
, 71
Quality teaching
, 92
Questioning
, 109
RAND Reading Study Group
, 13, 55–56
Read-aloud activity
, 126–127, 235
Reading
, 249
of complex academic materials
, 39–40
logs
, 163
process analysis
, 43
Reading Apprenticeship
, 46
approach
, 41–42
in classroom
, 45
professional learning inquiry routines
, 43
vulnerability and reward
, 49
Reading comprehension
, 219
for DHH students
, 157–161
instruction
, 140
pedagogy
, 4
strategies
, 146
Reciprocal modeling
, 44, 47–48
Reciprocal teaching
, 5, 9
Reconceptualizing
, 172
Recursive writing model
, 208
cumulative nature of writing
, 206
reacting and revising
, 212–213
share writing
, 211–212
studies
, 208–210
writing practices
, 207, 210–211
Reflection
, 176
reflective framework
, 175–176
tool
, 44
Release of responsibility
, 26
for text-driven inquiry
, 40
Representation
, 122–123, 130–132
Responsibility
, 180
gradient of
, 207
release of
, 26, 40
shared
, 173
teacher and student
, 17
variable
, 173
Revoicing
, 172, 180
Scaffolding
, 24–25, 192, 207–208, 249, 252, 255
functions
, 26–28
in GRR model
, 9–13
scaffolded instructional support for strategic processing
, 57–59
scaffolded self-editing approach
, 162–163
support structures for
, 26
School-wide communities of practice
, 69, 71–72, 77–78
Science language
, 191–192
implications for practice
, 201–202
incorporating language into science inquiry, discourse, and writing
, 197–201
partnering with Ann to explore language in science classroom
, 193–197
theory and assessment of
, 192
vocabulary research
, 192–193
Secondary level literacy coaching
, 172
Self-regulated strategy development (SRSD)
, 161–162, 207, 213
Sentence stems
, 44
Seven Level approach (see also Student achievement improvement in seven-level schools)
, 70–72, 74, 89
Social justice
, 231, 234–235
literature circles
, 237–238
Social Justice Literacy Workshop (SJLW)
, 106
GRR
, 107
GRR model connected to justice
, 108–109
GRR justice-centered teaching
, 107–108, 111–113
police brutality
, 105–106
summer SJLW (2016)
, 109–111
Tiffany reflecting
, 113–115
Social Mind, The (Gee)
, 249
Social–individual axis
, 71
Socio-constructivist PSD and GRR
, 141–142
Sociocultural thinking
, 250
Spanish–English cognates
, 142, 143, 144, 150
Student
learning, impact on
, 80–81
literacy learning
, 69
ownership
, 78–80, 89
student-centered learning
, 49
Student achievement improvement in seven-level schools
, 81
elementary language assessment in urban district
, 83–84
elementary reading in suburban school
, 81–82
K-8 reading in urban school
, 82
staircase in high school
, 84–86
Sustainability
, 174, 183
of improvement effort
, 70
Symbolic representation
, 58
Tasks
with scope
, 28–30
systems
, 29
window into interactions within
, 30–31
Teacher agency
, 174
and independence
, 182–183
Teachers
, 172, 256
cognate instruction potential
, 142–143
as creators
, 77–78
employment of linguistically responsive instruction
, 142
GRR process
, 143–146
GRR to teacher reflection
, 16–18
interpretations of children’s responses
, 30
learning process
, 54
ownership
, 76–78, 89
teacher-generated think-alouds
, 219–220
Text-based inquiry
as mode of learning for students and teachers
, 41–42
sustained support for teaching through
, 44–45
Theory
of instruction
, 27
of learning
, 27
Think-alone process
, 220, 225
Think-along process
, 220
Think-alouds
, 219–220
approach to assessment and instruction
, 160–161
in GRR model
, 220–221
for “I Do” phase
, 221–222
for “We Do” phase
, 222–225
Three Pillars
, 73, 79, 85
importance
, 74–75
progress of schools successful in establishing
, 75
progress of schools unsuccessful in establishing
, 76
Transactional strategies instruction
, 9
Translanguaging theory
, 139, 142
Video reflection
, 172
Visual model of GRR model
, 5–8
Vocabulary
assessment
, 194–197
learning theory
, 192
research
, 192–193
Voices in the Park (Browne)
, 236
Voices on the Bus (Kuby)
, 236
Vygotskian sociocultural theory
, 124
Vygotsky space
, 70–72, 75, 250–251
“We Do” phase, think-alouds for
, 222–225
“We Do” practice
, 235–238
Writing
, 211
assignments
, 163
development
, 206
practices
, 207, 210–211
proficiency
, 206
skilled
, 207
skills development for DHH students
, 161–163
“You Do” practice
, 238–240
- Prelims
- Chapter 1: In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility
- Chapter 2: We Must Know What They Know (And So Must They) For Children to Sustain Learning and Independence
- Chapter 3: Releasing Responsibility for What? Developing Learning Environments for Text-Based Inquiry in the Disciplines in Secondary Schools
- Chapter 4: The Ebb And Flow of Scaffolding: Thinking Flexibly About the Gradual Release of Responsibility During Explicit Strategy Instruction
- Chapter 5: Sustainable School Improvement: The Gradual Release of Responsibility in School Change
- Chapter 6: Leading Learning Through a Gradual Release of Responsibility Instructional Framework
- Chapter 7: Gradually Releasing Responsibility in Justice-Centered Teaching: Educators Reflecting on a Social Justice Literacy Workshop on Police Brutality
- Chapter 8: Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students
- Chapter 9: Employing the Gradual Release of Responsibility Framework to Improve the Literacy Instruction of Emergent Bilingual Students in the Elementary Grades
- Chapter 10: 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
- Chapter 11: Literacy Coaching for Agentive and Sustainable Teacher Reflection: Joint Action within a Gradual Release of Responsibility as Apprenticeship
- Chapter 12: “See, You Can Make Connections with the Things You Learned Before!” Using the GRR to Scaffold Language and Concept Learning in Science
- Chapter 13: Passing the Pen: A Gradual Release Model of the Recursive Writing Process
- Chapter 14: Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms
- Chapter 15: Sustaining Culture, Expanding Literacies: Culturally Relevant Literacy Pedagogy and Gradual Release of Responsibility
- Chapter 16: Epilogue: Reflections on the Gradual Release of Responsibility Model: Where We’ve Been and Where We’re Going
- Index