Skill Education in Turkish Language Teaching: Gradual Release of Responsibility

Teaching and Promoting Independent Use of Reading Strategies in the Middle Schools

“…Pearson and Gallagher first mentioned the Gradual Release of Responsibility Model (GRRM) in their studies (1983). The Model was shaped in the light of opinions of the educational scientists such as Piaget, Bandura and Vygotsky, who suggest that learning occurs through interactions with the environment, and took its final shape that can be employed for skill education in the current classrooms (Buehl, 2009;Ensar, 2014;Fisher & Frey 2008) In the GRRM model, the following sequence is followed: first of all, teacher explains explicitly how the strategies are used. Then he/she models the strategies.…”

“…After modeling, teacher provides students with the tasks which allow students to use strategies and gain experience under their teacher's guidance; and finally, students use the strategy independently. At the beginning, the main responsibility belongs to relatively more experienced teacher; however, at the end of the process, the responsibility is released to the students who get declarative, procedural, and conditional knowledge of strategies and necessary experience; and at the intermediate stages the responsibility is shared between students and teacher (Duke & Pearson, 2002;Ensar, 2014;Fisher & Frey, 2008).…”

“…In addition to these techniques, another popular way of strategy instruction is GRRM (Pearson & Gallagher, 1983). In the current strategy instruction resources, it is emphasized that the model can be used in teaching strategies for reading (Buehl, 2009;Ensar, 2014;Harvey & Goudvis, 2007;). Furthermore, the GRRM is seen to be used by integrating it into certain practices mentioned above (for example, Peer Assisted Learning Strategies).…”

“…In fact, transfer of skills under the guidance of an adult is not a new method, and it is seen that different researchers use that method under different names (Palinscar & Brown, 1984;Randi & Corno, 2005). Furthermore, studying in collaborative groups can be deemed as another advantageous aspect of the method (Ensar, 2014).…”