Fostering Independence While Teaching Students with or at Risk for Reading Disabilities

Autor/inn/en	Hall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip
Titel	Fostering Independence While Teaching Students with or at Risk for Reading Disabilities
Quelle	In: TEACHING Exceptional Children, 54 (2021) 2, S.124-133 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hall, Colby) ORCID (Stevens, Elizabeth A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059921994596
Schlagwörter	Students with Disabilities; Reading Difficulties; Teaching Methods; Student Responsibility; At Risk Students; Learning Disabilities; Reading Skills; Skill Development; Reading Strategies; Direct Instruction; Cooperative Learning; Independent Study; Reading Instruction; Large Group Instruction; Small Group Instruction; Learner Engagement; Memory + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Reading strategy; Leselernstufe; Lesetechnik; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kooperatives Lernen; Selbststudium; Leseunterricht; Gedächtnis
Abstract	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. [For the corresponding grantee submission, see ED611740.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01