Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners.

Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.

Prepared for teachers, school administrators, parents, and other members of the interested public, this summary of Marilyn Jager Adams’ “Beginning to Read: Thinking and Learning about Print” selects from the complex and extensive body of research in the book to present a more direct but much less detailed account of
useful, research-based information on beginning reading.

What does the research say about what preservice teachers know about the cognitive and linguistic bases of reading instruction and how to effectively build this knowledge for future teachers?