Exploring literacy balance: Iterations in a second‐grade and a sixth‐grade classroom

Abstract

Recent research indicates that balanced literacy instruction is prevalent in today's elementary schools. Still, there is much debate over both the value of balanced programs and, specifically, what constitutes a balanced program. In this article we present one theoretical perspective on balanced literacy instruction and two iterations of it in practice: one in a second‐grade classroom and another in a sixth‐grade classroom. Like others, we conclude that balanced reading instruction is much more complex than merely embedding the teaching of skills and strategies within the context of literature. Furthermore, we suggest that successful balanced programs involve two additional critical factors: (a) how teachers effectively organize and manage their classrooms, and (b) how teachers engage in continuous decision‐making.