Researchers suggest there is a reading crisis in middle and secondary schools. However, many content area teachers do not consider themselves reading teachers, nor do they know how to help students develop comprehension skills. Using the Scaffolded Reading Experience approach as a framework, this article provides content area teachers with concrete techniques for teaching reading and content through textbook, primary, and fictional sources.
The authors discuss the tension between the science of reading and adaptive teaching. The discussion focuses on the ways in which the science of reading emphasizes the teaching of reading as decontextualized and compartmentalized aspects of literacy acquisition that are distant from culturally sustaining and relevant pedagogies and restrict teachers in their efforts to teach reading. The authors demonstrate that adaptive teaching is a vital characteristic of effective reading teachers and recommend that scholars—those who study reading processes and reading acquisition (i.e., the science of reading) and those who study effective literacy instruction—work across paradigms to research the nuances of these processes, particularly in ways that study diverse student and teacher populations in various real‐world classroom contexts.
Since Pearson and Gallagher published the landmark framework of the gradual release of responsibility, how has this scaffolding routine changed, and how can it be implemented in adaptive ways?
What Is GRR, and How Has Its Meaning Evolved Over Time?Defining GRR is not as easy as it might seem. Is it a model or a teaching framework? Does it have three phases or four phases? Is it only used for explicit instruction, or can it be used with discovery-based approaches? We explore the evolution by focusing on GRR within literacy instruction to describe how the understanding of GRR has evolved over time.Initially, Pearson and Gallagher (1983) presented GRR as a theoretical model rather than an explicit process for lesson planning. In their landmark work,
FEATURE ARTICLE
With increasing attention focused on comprehension, there is a need for research regarding how to implement comprehension instruction for struggling readers and assess its effectiveness. This article describes reading instruction as it occurred over two years with one struggling reader in third and fourth grade. A comprehension checklist provided a framework for instruction that was both systematic and responsive to the reader's needs. The result was improved comprehension and metacognition for the student, though the progress was slow and often cyclical instead of sequential.
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