8 SRA FLEX LITERACY™ IMPLEMENTATION GUIDE
Program Foundations
The instructional model for SRA FLEX LiteracyTM is based on two research-based
approaches to teaching and learning.
The Explicit Instructional Model
In the explicit instructional model, learning occurs across three processes—modeling,
guided practice, and unprompted independent practice (Archer & Hughes, 2011). In the
first stage, overt, teacher-directed, and skills-based instruction is provided for learners
who cannot perform a skill on their own. In the second stage, mediated scaffolding,
students receive guided practice and instructor feedback (both positive and constructive)
based on their performance. The level of instructor support is gradually decreased as the
students demonstrate learning. In the third stage, scaffolding is removed for unprompted
independent practice when the students are proficient in performing the skill. The stage
at which instruction is provided depends on the students’ skill level. Thus, instruction is
targeted at each student’s level of performance. This model relies on the social
interaction between the teacher and the students; students must be active in the
learning process (Martella, Nelson, Marchand-Martella, & O’Reilly, 2012).
The Social Constructivist Model
The instructional method in the social constructivist
model (Vygotsky, 1962) is similar to the explicit
instructional model. Although the theories themselves
differ, the common theme is how teachers approach
instruction. There are three levels of student
development. In the first level of development, students
cannot perform a skill even with assistance. In the
second level of development, students can perform the
skill only when they receive assistance through
mediated scaffolding. Mediated scaffolding is used in
each student’s zone of proximal development, the level
at which learning can occur with teacher and/or peer
Scaffolding Removed for
Proficient Student
(student-directed,
unprompted)
Explicit Instruction for Naive
Student
(overt, teacher-directed,
skills-based)
Mediated Scaffolding
Explicit Instructional
Model*
Teacher/Student Interaction
*Adapted from Carnine (1994)
What Student Can’t Do
What Student Can Do With Help
(Mediated Scaffolding)
Zone of Proximal Development
What Student Can
Do on Own
Social Constructivist
Model*
Teacher/
Student
Interaction
*Adapted from Slavin (2012)