Gradual release of responsibility model to foster student independence in reading
This is a four-week action research study that explored how the Gradual Release of Responsibility instructional model would increase reading independence in first grade students. Specifically, it examines each component of the GRR model: modeling, guided practice, independent practice, and application and the roles of both the teacher and student throughout this model. A framework model, known as The Daily Five, which is based upon the GRR model, was utilized throughout this study, as well as before the study began and after the completion of data collection. Various forms of data collection were used, including observations, interviews, work with a small focus group of six students, and assessment scores from the Developmental Reading Assessment (DRA) and fluency passages. This instructional model proved very helpful in increasing independence in reading and building the amount of time students could stay fully engaged in reading, referred to as reading stamina.
Schau, Lisa M., "Gradual release of responsibility model to foster student independence in reading" (2009). School of Education Student Capstones and Dissertations. 2225.
This document is currently not available here.