Theconcept of balance has changed over time. The idea of balance toucheson how learners learn and the balance of different learners withdifferent learning capabilities. The common core standards havepromoted a new vision of balance in the US. The different schoolsabout balance have led to two sides, one taking a simple view ofreading (code-emphasis) while the other side takes a meaning-emphasisview argues that the ultimate goal of reading is to make meaning.Today’s literature points the importance of balance literacycurriculum in present learning environment.
Thenumber of students in the United States is rising and so does thedisparities in performance among students from diverse backgrounds.Differences in experiential backgrounds that students undergo beforeentering school as well as economic disparities explain thesedifferences. However, by putting best practices in practice andreassembling g the concept of balance and promoting rich knowledgebased teachers, a truly balanced learning can be achieved.
Thereare four contextual aspects that need to be balanced to promote abalanced learning. These include authenticity, classroom discourse,and teacher’s roles within the classroom and circular control. Ontop of these, there are curricular contents that also need to bebalanced. These include skill contextualization, text genres, textdifficulty, and response to literature, subject matter emphasis,balance within the language arts and balance within readinginstructions. For learners to adequately learn, teachers should learnto balance between these aspects.
Furtherphonemic awareness is essential for reading awareness. It can beachieved through sequential decoding, analogy, contextual analysisand sight-word recognition. In totality, the concept of balanceshould be rethought to avoid on one particular dimension of literacyinstruction and focus on multiple dimensions. By following the ideasin this book about the concept of balance, education can be enhancedto achieve high-quality learning for all learners.
Madda,L., Griffo, B., Pearson, D., & Raphael, E. Balancein comprehensive literacy instruction:evolving concepts