ABSTRACT
And some would take the view that it really all began with the revolution in the way scholars think about language and cognition (Anderson, 1977; Anderson & Pearson, 1984; Pearson, 1986). This is the revolution that took its toll on behavioral views of language and cognition (Chomsky, 1959) and spawned the fields of psycholinguistics, cognitive psychology, and cognitive science (see Gardner, 1985). And, in an important sense, this view is absolutely correct. Without changes in the basic paradigm through
Pearson and Gallagher come out fore square in favor of what they label a model of explicit instruction, in which teachers demonstrate to students how to carry out particular strategies, then engage them in guided practice, followed by independent practice. Finally, students apply the strategies on their own while reading regular texts. Pearson and Gallagher tried to summarize their preferred approach by adapting a visual model from Campione (1981) to create what has become a widely used conceptualization of instruction known as the gradual release of responsibility (see Figure 29.1).
