TEACHING Exceptional Children Pub Date : 2021-02-24 , DOI: 10.1177/0040059921994596 Colby Hall 1 , Katlynn Dahl-Leonard 2 , Carolyn A. Denton 3 , Elizabeth A. Stevens 4 , Philip Capin 5
The Gradual Release of Responsibility (GRR) model for instructional delivery is well supported by research evidence and is often identified as a critical element of instruction for students with learning difficulties. However, there are challenges associated with effectively releasing responsibility to students. This may be especially true during instruction for primary-grade students with or at risk for learning disabilities. In general, educators want to provide a high level of support to young, struggling students in order to ensure that they feel successful and bolster their confidence. However, too much support means that students are not provided with opportunities for independent practice or independent mastery of content being taught. This article describes the GRR model of instruction and provides specific guidance and resources to support special education teachers in implementing the GRR model during small-group reading instruction in primary-grade classrooms, with a particular emphasis on facilitating group and independent practice.
中文翻译:
在教有阅读障碍或有阅读障碍风险的学生的同时培养独立性
教学交付的责任逐步释放(GRR)模型得到了研究证据的充分支持,通常被认为是学习有困难的学生的重要教学要素。但是,有效地向学生释放责任感存在一些挑战。在为有学习障碍或有学习障碍风险的小学生的教学过程中尤其如此。总的来说,教育工作者希望为陷入困境的年轻学生提供高水平的支持,以确保他们感到成功并增强信心。但是,过多的支持意味着学生没有机会进行独立练习或独立掌握所教授的内容。