Developing A Balanced Literacy Program

There are many approaches to teaching reading and writing. A debatable discussion has been the need for Primary English teachers to provide a balanced literacy program. A balanced literacy curriculum is comprised of three interdependent aspects: learning to read and write, learning about reading and writing and learning through reading and writing (Grice, 2015). However, there are a variety of methods to teaching in English, including integrated, thematic, literature based approaches as well as systematic and explicit skills-focused approaches, which will be further discussed. This report will also discuss a range of programs, approaches and strategies used in Australian schools, compare, and contrast the advantages and complications of the programs in relation to a Primary English classroom.

Balanced literacy program

The overall purpose of balanced literacy program is to provide students with a differentiated instructional program, which will support the reading and writing skill development of each student. Components of a balanced literacy program includes teaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills, direct and indirect reading, independent reading, interactive writing, shared writing, guided writing and independent writing (Frey et al. 2005. p. 272). According to Frey, Lee, Tollefson, Pass and Massengill (2005) ‘Balanced literacy is a philosophical orientation that assumes that reading and writing achievement are developed through instruction and support in multiple environments in which teachers use various approaches that differ by level of teacher support and child control’. Children should be able to achieve the best in their learning through quality programs that ...

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...e classroom, phonics would not be taught first or formally, however teachers will observe phonic errors that children may make, and provide a short run through on any word patterns or sound symbols students tend to miss as they go along (Fordham, 2015).

The balanced literacy approach has become a common debated issue in the classroom. In conclusion, as previously discussed, providing a balanced literacy program with components of thematic, integrated, literature-based units as well as incorporating elements of systematic and explicit approaches can lead to a successful English classroom. Importantly, teachers need to formulate and design what works best for their individual classrooms and recognise that incorporating a variety of approaches is key. The focus should be on the students within the classroom, understanding them through ongoing assessments is vital to