Discussion Article: Fitzgerald: What is this thing called “balance”?

What is this thing called “balance”?

By Jill Fitzgerald (1999)

I also believe that “balanced” reading programs do not have one particular method.  The balanced reading program depends on teacher, student’s developmental age, and what knowledge is important for children’s learning about reading.  Again this author talks about how the teacher is instrumental in effective balanced reading instruction.  So many times policy makers take our professional judgment and training out of the educational equation.

Most recent definition of balance:

“A decision making approach through which the teacher makes thoughtful choice each day about the best way to help each child become a better reader and writer” (Spiegal, 1998).

“Important questions for a teacher to consider when deciding which forms of instruction will best help her students to read.

1. What knowledge about reading do I believe is important for children in my class?
2. Who are the experts? 
3. How are children going to attain the important knowledge?”

Baumann’s reading approach is curriculum balance creating meanings and responding literature. This approach also included reading and exploring good literature and skills/strategy lessons including word identification and comprehension.  He also saw writing as important to reading.  He spoke of balance between teacher direction versus responsive instruction. Baumann used both heterogeneous and achievement level grouping.

I feel more connected to the four blocks approach because it follows more of how I prefer to conduct reading instruction. However I like to be flexible in grouping my students.  I feel my student’s needs are met through differentiation.

Cunningham and Hall ‘s four blocks reading approach:

1. guided reading
2. self-selected reading
3. writer’s workshop (major component)
4. working with words

This approach’s 2^nd goal was to not ability group and cover a wide range of literacy levels. This approach advised against achievement grouping.

3 Common Characteristics between the two approaches

1. Equal weighing of aspects or components in both approaches.

2. Teacher’s methods (plan, set up, and conduct of program)

3.  Braumann (understanding/responding, skills/strategy)  Cunningham/Hall (enjoyment/understanding/strategic word identification processes)

Balance is philosophical perspective because it revolves around knowledge or epistemological issues (validity of knowledge).

1. What constitutes knowledge?
2. Where is that knowledge located?
3. How is that knowledge acquired?

3 Categories of children’s knowledge about reading are equally important

1. Local knowledge (Phonological awareness/sight words)

2. Global knowledge (understanding/interpretation and response to strategies)

3. Love of reading (positive attitude/motivation/ and desire to read)

Who are the experts?

Teacher

Parents

Children (from each other)

All three together contribute to learning to read

Reading Strategies connected to “balanced” instruction

Discussion groups

Peer led literature

Teacher modeling

“Teachers who holds a balanced philosophical view of reading process values multiple ways of learning and arranges their reading program to incorporate diverse instruction techniques and settings.”

“Chall,1996

Different kinds of knowledge about reading are critical at different phases of development.

 1^st and 2^nd grade phonological awareness, word recognition strategies are key to beginning readers

3^rd grade learning to be fluent becomes more important

Comprehension and reading to learn become more important from then on.”

“Most important reason to thinking about balance as a philosophical outlook is that many teachers are trying to implement balanced approaches to reading.  This means teachers, teacher educators, and principals need to know what it is so they can help implement it.”