Balanced Literacy Instruction

Abstract

A few years ago, Pressley (1998) wrote a book about elementary-level literacy instruction, Reading Instruction That Works: The Case for Balanced Teaching. A main message in that book is that excellent elementary literacy instruction balances skills instruction (e.g., phonics, comprehension strategies teaching) and holistic literacy opportunities (reading of authentic literature, composing iil response to text). In making that case, Pressley reviewed substantial evidence validating the positive impacts on literacy achievement of many elements of elementary literacy instruction. He also reviewed evidence that beginning literacy classrooms in which achievement is high are typified by balanced teaching.The message was strong and clear that the two warring camps in elementary literacy were both wrong. The available evidence favors neither those promoting predominantly skills-focused literacy teaching nor those favoring environments filled with holistic experiences to the exclusion of skills instruction (e.g., whole language).The term "balance" has definitely caught on. As is often the case, however, many began to wrap themselves in the term without regard to whether their position was consistent with Pressley's (1998) intention in Reading Instruction That Works. Thus, in the past several years, many other books have used the phrase "balanced instruction" or some variation of this phrase. Some of these recent books suggest heavy doses of skills, with many pages devoted to conceptualizing, describing, and defending skills instruction while mentioning holistic opportunities only in passing. Others devote many pages to conceptualizing, describing, and defending holistic teaching, and recommend skills instruction as something that can be done in the context of holistic reading and writing and only when the need arises.We should have anticipated imbalanced conceptions of balanced teaching. Before Pressley wrote the book on balanced literacy instruction, he edited one with Ellen McIntyre (McIntyre & Pressley, 1996). That text offered a variety of conceptions of balance, from conceptions more heavily favoring skills teaching to those clearly in the whole language camp. That somewhat confusing mishmash of conceptions, in fact, motivated the emphasis in Pressley's subsequent book that balanced instruction really means a lot of skills instruction in the context of massive holistic teaching!

Vocabulary developing strategies applied to individuals with hearing impairments

“…It was determined that strategies implemented according to the principles of BLIA contributed to literacy skills of hearing and individuals with hearing impairments (Fountas and Pinel, 1996;Bingham and Hell-Kenyon, 2013;Karasu et al, 2012;Pressley et al, 2002;Schirmer, 2000;Uzuner, 2007a;Uzuner et al, 2011).…”

“…The lessons were supported via language lessons, thus enabling a model that reflected the principles of the balanced literacy instruction (Bingham and Hell-Kenyon, 2013;Fountas and Pinel, 1996;Pressley et al, 2002) Direct and indirect vocabulary strategies were implemented together for the instruction of terminology during the lessons (Bauman and Kameenui, 2004;Beck et al, 1983;Blair et al, 2007;Cramer, 2004;Diamond and Gutlohn, 2006;Hiebert and Kamil, 2005;Mc Keown, 1993;Nagy, 1988;Rupley et al, 2009;Rupley and Nichols, 2005;Stahl and Fairbanks, 1986;Stahl, 1999;Stahl and Nagy, 2006;Taylor et al, 2009). These include: defining, question-answer, map of meaning, direct instruction of strategies, making comparisons and matching the words with their synonyms or definitions.…”

“…In addition, the students were asked to use this strategy in all other reading activities. It was determined that the students estimated the meanings of the words from the text (Bauman and Kameenui, 2004;Nagy, 1988;Pressley et al, 2002;Rupley et al, 2009;Taylor et al, 2009;Tompkins, 2007). These findings support the finding that students have trouble in estimating the meanings of the words in the text because the context does not give sufficient clues in this regard and that the implementation of this strategy should be taught to the students (Black et al, 1983;Johnson and Johnson, 2004;Nagy, 1988).…”

“…The Balanced Literacy Instructional Approach (BLIA), a combination of the Skill Based Approach of the behaviorist theory and the meaning-based Whole Language Approach of constructionist theory, is commonly used in literacy instruction (Bingham and Hall-Kenyon, 2013;Pressley et al, 2002;Schirmer, 2000;Tompkins, 2007). BLIA provides students functional, purposeful and meaningful literacy activities.…”

“…Various activities and strategies fostering literacy development could be designed based on the principles of the BLIA. The principles of the BLIA are: all forms of expressive and receptive language work together; focus is on meaning of written language in authentic context; classrooms are communities of learners in which literacy is acquired through use; students are motivated when given choice and ownership; literacy development is part of an integrated curriculum; reading behaviors of skilled readers reveal what instruction should accomplish; processes and products are equally important; meaningful, functional and purposeful literacy activities must be instructed in authentic contexts (Schirmer, 2000;Gambrell et al, 2007) It is found that integration, repetition and meaningful usage principles required by effective vocabulary instruction are consistent with the principles of BLIA (Fountas and Pinel, 1996;Pressley et al, 2002).…”