Effects of Gradual Release of Responsibility Writing Instruction on Writing Performance and Progress

Abstract

The study investigates the effects of the Gradual Release of Responsibility (GRR) model of writing instruction on Korean middle school students writing performance and perceptions. The GRR model suggests that the cognitive load should shift slowly and purposefully from the teacher-as-model to joint responsibility and then to independent practice by the learner (Pearson & Gallagher 1983). The one-month experiment examined the effects of two different types of GRR instructional model: the computer-enhanced mode (CEM) and the regular mode (RM). Qualitative analyses of the data revealed that the differences between the pre- and post- writing performances were significant. The results suggest that by gradually assuming more responsibility, participants from both groups gained increased interest and competence in writing.