Literaturnachweis - Detailanzeige
Autor/inn/en | Hall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip |
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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 (2) |
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 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 |