The Gradual Release of Responsibility (GRR) model, first introduced by Pearson and Gallagher in 1983, demonstrates how educators can gradually release the responsibility of meaning-making practices to their students. The emergence of the GRR model paralleled a shift in the dominant theoretical model of learning and development; a shift from a behaviorist model to a sociocognitive model of learning that goes beyond a focus on overt behaviors to the covert mental processes required in successfully completing a task. Within the context of literacy instruction and research, this shift prompted interest in evaluating students’ approaches to reading comprehension and the development of instructional practices that systematically engage students in an increasing level of independence when completing academic tasks. The first iteration of the GRR model illustrated three phases of teacher practice – modeling, guided practice, and independent application. The model has since been revised to consist of additional steps and adapted for use in different contexts beyond reading. The GRR model has been used with a wide range of learners and relies on educators’ design and implementation of various scaffolds or supports to guide students beyond their current levels of performance. Successful implementation of the model requires careful analysis of factors related to the student, text, and task, and ongoing assessment to ensure that students become fluent, flexible, and effective in their selection and application of strategies when completing a task.