Empirical Research on the GenAI-Supported GRR Model for Reading Instruction in Junior High English:A Case Study of "Unit 6 Making Resolutions"
Fan Yu
(Chongqing No.1 Secondary School, Chongqing 400030)
Abstract: Under the new curriculum reform, English instruction is shifting from teacher-centered to learner-centered, with growing integration of information technology. To address students' weak autonomous meaning-making and superficial use of AI in junior high reading. the research proposes a GenAI-supported reading model basedon the Gradual Release of Responsibility (GRR) framework. The model comprises seven stages: contextualization,modeled reading, scaffolded reading, collaborative construction, independent construction, transfer and application,and evaluation and reflection. Taking "Unit 6 Making Resolutions" from the New PEP Grade 8 textbook as an example.the research examines its practical implementation. Through context creation and multi-level scaffolding, the modelgradually transfers learning responsibility from teacher to student, enhances text comprehension and structural skills,and increases engagement and autonomy, offering a viable pathway for AI-empowered English reading instruction.
KeyWOrds: junior high English; reading instruction; GenAI; GRR
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