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Direct linkHall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip – TEACHING Exceptional Children, 2021
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…
Descriptors: Students with Disabilities, Reading Difficulties, Teaching Methods, Student Responsibility
Hall, Colby; Dahl-Leonard, Katlynn; Denton, Carolyn A.; Stevens, Elizabeth A.; Capin, Philip – Grantee Submission, 2021
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…
Descriptors: Students with Disabilities, Reading Difficulties, Teaching Methods, Student Responsibility
Hall, Colby; Vaughn, Sharon; Barnes, Marcia A.; Stewart, Alicia A.; Austin, Christy R.; Roberts, Greg – Remedial and Special Education, 2020
Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension…
Descriptors: Inferences, Reading Instruction, Reading Comprehension, English Language Learners
