ABSTRACT
Taking the process of cross-checking and confirming information to a conscious level is actually focusing on a subprocess in context. It is breaking apart the reading process and making explicit the actions that are usually in the head. Scaffolding is arguably the backbone of the gradual release of responsibility. It is possible, however, to scaffold so much that students have very little responsibility in the work. In a study of teacher actions that develop student independence, Watson describes “facilitative teacher behavior” during guided literacy work with small groups. Notice Watson’s definition of the role of student independence within a guided context: The children did not require the teacher to constantly tell them what to do or how to carry out each task. For students who need to break a habit, a teacher can draw their attention to the habit during the reading.
