Half Title Page
The Gradual Release of Responsibility in Literacy Research and Practice
Title Page
Literacy Research, Practice and Evaluation
Series Editors: Evan Ortlieb and Earl H. Cheek, Jr.
Previous Volumes:
| Volume 1: | Using Informative Assessments Towards Effective Literacy Instruction | |
| Volume 2: | Advanced Literary Practices: From the Clinic to the Classroom | |
| Volume 3: | School-based Interventions for Struggling Readers, K-8 | |
| Volume 4: | Theoretical Models of Learning and Literacy Development | |
| Volume 5: | Video Reflection in Literacy Teacher Education and Development: | |
| Lessons from Research and Practice | ||
| Volume 6: | Video Research in Disciplinary Literacies | |
| Volume 7: | Writing Instruction to Support Literacy Success | |
| Volume 8: | Addressing Diversity in Literacy Instruction | |
| Volume 9: | Best Practices in Teaching Digital Literacies | |
Literacy Research, Practice and Evaluation Volume 10
The Gradual Release of Responsibility in Literacy Research and Practice
EDITED BY
Mary B. McVee
University at Buffalo, State University of New York (SUNY), USA
Evan Ortlieb
St. John’s University, USA
Jennifer Sharples Reichenberg
Medaille College, USA
P. David Pearson
University of California Berkeley, USA
Copyright Page
Emerald Publishing Limited
Howard House, Wagon Lane, Bingley BD16 1WA, UK
First edition 2019
Copyright © 2019 Emerald Publishing Limited
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British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-78769-448-4 (Print)
ISBN: 978-1-78769-445-3 (Online)
ISBN: 978-1-78769-447-7 (Epub)
Contents
| List of Contributors | vii |
| Foreword | ix |
| Chapter 1 In the Beginning: The Historical and Conceptual Genesis of the Gradual Release of Responsibility | |
| P. David Pearson, Mary B. McVee and Lynn E. Shanahan | 1 |
| Chapter 2 We Must Know What They Know (And So Must They) for Children to Sustain Learning and Independence | |
| Janet S. Gaffney and Rebecca Jesson | 23 |
| Chapter 3 Releasing Responsibility for What? Developing Learning Environments for Text-based Inquiry in the Disciplines in Secondary Schools | |
| Cynthia Greenleaf and Mira-Lisa Katz | 37 |
| Chapter 4 The Ebb and Flow of Scaffolding: Thinking Flexibly about the Gradual Release of Responsibility during Explicit Strategy Instruction | |
| Lynn E. Shanahan, Andrea L. Tochelli-Ward and Tyler W. Rinker | 53 |
| Chapter 5 Sustainable School Improvement: The Gradual Release of Responsibility in School Change | |
| Kathryn H. Au and Taffy E. Raphael | 67 |
| Chapter 6 Leading Learning through a Gradual Release of Responsibility Instructional Framework | |
| Kimberly Elliot, Nancy Frey and Douglas Fisher | 91 |
| Chapter 7 Gradually Releasing Responsibility in Justice-centered Teaching: Educators Reflecting on a Social Justice Literacy Workshop on Police Brutality | |
| Tiffany M. Nyachae, Mary B. McVee and Fenice B. Boyd | 103 |
| Chapter 8 Gradual Release in the Early Literacy Classroom: Taking Languaging into Account with Emergent Bilingual Students | |
| Joseph C. Rumenapp and P. Zitlali Morales | 119 |
| Chapter 9 Employing the Gradual Release of Responsibility Framework to Improve the Literacy Instruction of Emergent Bilingual Students in the Elementary Grades | |
| Georgia Earnest García and Christina Passos DeNicolo | 137 |
| 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 | |
| Maryam Salehomoum | 153 |
| Chapter 11 Literacy Coaching for Agentive and Sustainable Teacher Reflection: Joint Action within a Gradual Release of Responsibility as Apprenticeship | |
| Jennifer Sharples Reichenberg | 169 |
| Chapter 12 “See, You Can Make Connections with the Things You Learned Before!” Using the GRR to Scaffold Language and Concept Learning in Science | |
| H. Emily Hayden | 189 |
| Chapter 13 Passing the Pen: A Gradual Release Model of the Recursive Writing Process | |
| Evan Ortlieb and Susan Schatz | 205 |
| Chapter 14 Think Aloud, Think Along, Think Alone: Gradually Releasing Students to Use Comprehension Strategies in Elementary Classrooms | |
| Molly K. Ness | 217 |
| Chapter 15 Sustaining Culture, Expanding Literacies: Culturally Relevant Literacy Pedagogy and Gradual Release of Responsibility | |
| Jennifer D. Turner and Chrystine Mitchell | 229 |
| Chapter 16 Epilogue: Reflections on the Gradual Release of Responsibility Model: Where We’ve Been and Where We’re Going | |
| Janice A. Dole, Gerald G. Duffy and P. David Pearson | 245 |
| Index | 265 |
List of Contributors
| Kathryn H. Au | SchoolRISE, LLC, USA |
| Fenice B. Boyd | University of South Carolina, USA |
| Christina Passos DeNicolo | Wayne State University, USA |
| Janice A. Dole | University of Utah, USA |
| Gerald G. Duffy | Michigan State University, USA |
| Kimberly Elliot | Health Sciences High and Middle College, USA |
| Douglas Fisher | San Diego State University, USA |
| Nancy Frey | San Diego State University, USA |
| Janet S. Gaffney | University of Auckland, New Zealand |
| Georgia Earnest García | University of Illinois at Urbana- Champaign, USA |
| Cynthia Greenleaf | WestEd, USA |
| H. Emily Hayden | Iowa State University, USA |
| Rebecca Jesson | University of Auckland, New Zealand |
| Mira-Lisa Katz | WestEd, USA |
| Mary B. McVee | University at Buffalo, State University of New York (SUNY), USA |
| Chrystine Mitchell | Pennsylvania State University, USA |
| P. Zitlali Morales | University of Illinois at Chicago, USA |
| Molly K. Ness | Fordham University, USA |
| Tiffany M. Nyachae | Buffalo State College, USA |
| Evan Ortlieb | St. John’s University, USA |
| P. David Pearson | University of California, USA |
| Taffy E. Raphael | SchoolRISE, LLC, USA |
| Tyler W. Rinker | University at Buffalo, State University of New York (SUNY), USA |
| Jennifer Sharples Reichenberg | Medaille College, USA |
| Joseph C. Rumenapp | Judson University, USA |
| Maryam Salehomoum | Emerson College, Boston, USA |
| Susan Schatz | St. John’s University, USA |
| Lynn E. Shanahan | University at Buffalo, State University of New York (SUNY), USA |
| Andrea L. Tochelli-Ward | Le Moyne College, USA |
| Jennifer D. Turner | University of Maryland, USA |
Foreword
In 1983, P. David Pearson and Margaret Gallagher published The Instruction of Reading Comprehension Technical Report No. 297 through the Center for the Study of Reading at the University of Illinois, Urbana-Champaign. This report formed the basis for the article by the same title published in the journal of Contemporary Educational Psychology the same year. Neither David or Meg (as they were known by colleagues) could have predicted how the gradual release of responsibility model of instruction would have such staying power over the coming decades. Given its ongoing relevancy, it is surprising that, until now, no volume has been devoted exclusively to the gradual release model, its history, and its future. This edited volume addresses this oversight and, for the first time, brings a specific examination and exploration of the gradual release of responsibility as a model applied to research and practice across a multitude of areas related to literacy instruction.
Now, many decades after publication, the model continues to appeal to researchers, teachers, teacher educators, curriculum specialists, and literacy specialists alike. It has been used, as originally intended, to consider the scaffolding necessary as children and teachers engage in reading comprehension tasks, but use of the model has spread to other developmental age groups and levels of instruction and to other content areas. From the genesis of the model to the present, the gradual release framework has been employed to explain numerous literacy practices from reading and writing with young children to reading and writing with adolescents. But the model has also been applied to the work of teachers who, as adult learners, are exploring how to teach reading, writing, and other content areas. Numerous curriculum specialists, literacy coaches, and school districts have adopted the model to help explain their instructional philosophy and approach to literacy instruction, and teacher education programs have employed the model as a general instructional framework for reflection or in ways as specific as a guide for lesson planning.
A brief Internet image search for the gradual release of responsibility returns numerous visual iterations of the models ranging from published models to handmade teacher posters to commercial style graphic posters. There are even cartoon versions of the gradual release (two of which we share in Chap. 1). Clearly, the model depicting how teachers help aid in explicit instruction by gradually releasing responsibility over time resonates deeply with literacy practitioners and scholars alike. The chapters in this volume articulate the history, multiple iterations, applications, and staying power of the model and its conceptual origins across varied content and contexts.
The first chapter authored by P. David Pearson (with a little help from colleagues McVee and Shanahan) begins with a retrospective on the genesis of the model and the context of reading research that prompted Pearson and Gallagher to attempt to map out a model of instruction that included both explicit strategy instruction alongside the idea of fading that explicitness or scaffolding over time. Contextualizing the model historically and conceptually, Pearson et al. present multiple iterations of the model as it has been presented by various scholars and teachers and also describe some essential elements of the gradual release. The 14 chapters that follow revisit the gradual release framework applying it to considerations of explicit teaching and scaffolding for emerging readers and adolescents, bilingual learners, and students who are deaf and hard of hearing. Authors consider the socially and culturally diverse context within which the gradual release of responsibility model can be used and its applications for adults, namely teachers, literacy coaches, and school leaders. Across the chapters, the authors explore not only reading but literacy as a social practice – and socially just practice – and literacy as inclusive of writing and vocabulary development, two areas where the model has been applied less often. In addition to reading, writing, and comprehension, research chapters in the volume explore how the model can be applied to understand school change, teacher reflection and coaching, and disciplinary literacies. The volume closes with a look back by Dole, Duffy, and Pearson who consider the historical evolution of instructional research on reading and how the model has evolved as reading/literacy research itself has changed. This final chapter also considers some common misuses or misinterpretations of the model and what can be done to avoid them. In sum, this text has something to offer those who first became aware of the model decades ago and those who are discovering it for the first time – a feat that speaks to the longevity and flexibility of this particular model.
