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Balanced Literacy in an Urban School District
Frey, Bruce B. Lee, Steven W. Tollefson, Nona Pass, Lisa Massengill Shaw, Donita
Frey, Bruce B.
Lee, Steven W.
Tollefson, Nona
Pass, Lisa
Massengill Shaw, Donita
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Abstract
Balanced literacy is a philosophical orientation that assumes that reading and writing
achievement are developed through instruction and support in multiple environments using
various approaches that differ by level of teacher support and child control. This study
describes one urban school district’s real-world attempt to create a balance between reading
and writing, between teacher-directed and student-centered activities, and between skillsbased
and meaning based approaches to literacy instruction. A triangulation strategy using
multiple methods of data collection, including classroom observations, inventories of the
physical environment of classrooms and school buildings, teacher surveys, and student
interviews, was used to measure balanced literacy components. Results suggest that teacherdirected
instruction, a fundamental aspect of balanced literacy, was implemented less often
than either independent reading or writing activities. Teachers appeared to be allocating
instructional time as directed by district administrators, and they were implementing
components of a balanced literacy program. Additionally, most school buildings had a physical
environment supportive of balanced literacy. However, the amount of time devoted to
instruction and modeling effective reading and writing strategies seemed too limited for a
group of students with poorly developed reading and writing skills.
Description
This is the authors' accepted manuscript, post peer-review. The publisher's official version is available electronically from: http://dx.doi.org/10.3200/JOER.98.5.272-280.
Date
2005
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Taylor and Francis
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Citation
Frey, B., Lee, S., Tollefson, N., Pass, L., and Massengill, D. (2005) Balanced Literacy in an Urban School District. Journal of Educational Research, 98 (5), 272-280.