Research for and Within Literacy Instruction in Secondary Schools

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Note

Notes

1 The term balanced literacy instruction is somewhat elusive though used widely in North America by literacy educators and certain school reform initiatives. Its basis is grounded in studies that have observed and analyzed effective teaching and tried also to reconcile dichotomous tendencies in pedagogical methods such as controversies over whether to advocate either “whole language” or “skills based” reading instruction. Pressley (2005, p. 645) offered the following definition: “What is ‘balanced literacy instruction’ from my perspective? It involves explicit, systematic, and completely thorough teaching of the skills required to read and write in a classroom environment where there is much reading of authentic literature—including information books, and much composing by students. Balanced literacy instruction is demanding in every way that literacy instruction can be demanding. Students are expected to learn the skills and learn them well enough to be able to transfer them to reading and writing of text. Yes, this is done in a strongly supportive environment, with the teacher providing a great deal of direct teaching, explanations and re-explanations, and hinting to students about the appropriateness of applying skills they have learned to new texts and tasks.” In the remainder of this article, I have assumed that authors are advocating ideal models of literacy instruction that are “balanced, comprehensive, strategic, and socially situated,” although I acknowledge the concept remains opaque and open to diverse interpretations.