National Library of Australia

You must be logged in to Tag Records
What Does a "Balanced Literacy Approach" Mean? [microform] : Topics in Early Reading Coherence / Sebastian Wren
Bib ID 5686259
Format BookBook, MicroformMicroform, OnlineOnline
Author
Wren, Sebastian
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001 
7 p. 
Summary

The phonics and whole language approaches reflect very different underlying philosophies of reading instruction and stress very different skills. The philosophy underlying the whole language approach is that reading is a natural process, much like learning to speak, and that children exposed to a great deal of authentic, connected text will naturally become literate without much explicit instruction. The philosophy underlying the phonics approach is quite different--phonics advocates argue that most children require a great deal of explicit instruction in the rules of printed text to learn to read. This paper describes the way the two approaches work in the classroom setting and discusses the "reading wars"--the debate (which has been raging for many years) over which is the best approach to teach children to read. The paper then considers the balanced approach to literacy, opining that neither phonics nor whole language is a particularly effective method to teach reading. It states that most people do not agree on what the term "balanced approach" means or how it is accomplished in the classroom. The paper concludes that rather than picking the best elements from the phonics and whole language approaches, it seems sensible to ask what information about reading and reading instruction has been supported by research, and move forward from there. It notes that research in reading is providing knowledge about approaches and understanding that neither "camp" was able to provide. (NKA)

Notes

Availability: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free). Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Beginning Reading.  |  Comparative Analysis.  |  Phonics.  |  Primary Education.  |  Reading Instruction.  |  Whole Language Approach.  |  Balanced Reading Instruction  |  Southwest Educational Development Laboratory
Form/genre Opinion Papers.
Other authors/contributors Southwest Educational Development Lab., Austin, TX
Available From ERIC 
000 03007nam a22003492u 4500
001 5686259
005 20110908210115.0
007 he u||024||||
008 080220s2001    xxu ||| b     ||| | eng d
035 |9(ericd)ED458555
037 |aED458555|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aWren, Sebastian.
245 1 0 |aWhat Does a "Balanced Literacy Approach" Mean?|h[microform] :|bTopics in Early Reading Coherence /|cSebastian Wren.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c2001.
300 |a7 p.
500 |aAvailability: Southwest Educational Development Laboratory, 211 E. 7th St., Austin, TX 78701-3281. Tel: 800-476-6861 (Toll Free). Web site: http://www.sedl.org. For full text: http://www.sedl.org/reading/topics.html.|5ericd
520 |aThe phonics and whole language approaches reflect very different underlying philosophies of reading instruction and stress very different skills. The philosophy underlying the whole language approach is that reading is a natural process, much like learning to speak, and that children exposed to a great deal of authentic, connected text will naturally become literate without much explicit instruction. The philosophy underlying the phonics approach is quite different--phonics advocates argue that most children require a great deal of explicit instruction in the rules of printed text to learn to read. This paper describes the way the two approaches work in the classroom setting and discusses the "reading wars"--the debate (which has been raging for many years) over which is the best approach to teach children to read. The paper then considers the balanced approach to literacy, opining that neither phonics nor whole language is a particularly effective method to teach reading. It states that most people do not agree on what the term "balanced approach" means or how it is accomplished in the classroom. The paper concludes that rather than picking the best elements from the phonics and whole language approaches, it seems sensible to ask what information about reading and reading instruction has been supported by research, and move forward from there. It notes that research in reading is providing knowledge about approaches and understanding that neither "camp" was able to provide. (NKA)
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aBeginning Reading.|2ericd
650 0 7 |aComparative Analysis.|2ericd
650 1 7 |aPhonics.|2ericd
650 0 7 |aPrimary Education.|2ericd
650 1 7 |aReading Instruction.|2ericd
650 1 7 |aWhole Language Approach.|2ericd
653 1 |aBalanced Reading Instruction
653 0 |aSouthwest Educational Development Laboratory
655 7 |aOpinion Papers.|2ericd
710 2 |aSouthwest Educational Development Lab., Austin, TX.
856 4 1 |uhttp://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED458555
984 |aANL|cmc 2253 ED458555|d77000000456238
close Can I borrow items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close What can I get online?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

close Can I get copies of items from the Library?

You need Flash player 8+ and JavaScript enabled to view this video embedded.

You can view this on the NLA website.

Members of Aboriginal, Torres Strait Islander and Maori communities are advised that this catalogue contains names and images of deceased people. All users of the catalogue should also be aware that certain words, terms or descriptions may be culturally sensitive and may be considered inappropriate today, but may have reflected the author's/creator's attitude or that of the period in which they were written.