Balanced Literacy Program

by Tracy Harrington-Atkinson

Each calendar year over $200 million is needed in the state of Texas to address the needs of remedial coursework in higher education (Kever, 2010).  Students simply cannot do the work required of them which demands a need of developmental education to teach the basics from elementary education, namely literacy. Dennis Udall, the officer of education for the Hewlett Foundation, shares “Sixty to seventy percent of community college students requires some remedial work” (Hewlett Foundation, 2010, para 12).

However, many of these deficiencies can be solved through the implementation of a balanced literacy program.  Balanced literacy is simply a comprehensive program or plan which permits students to acquire all of the necessary components to master both oral and written language skills (Mermalstein, 2013).  Educators create a balanced literacy program from the daily decisions based on thoughtful consideration.

A balanced literacy program also contains the use of:

• phonics
• grammar skills
• writing
• comprehension
• literature appreciation

The teacher needs to encourage students to grow in each of these areas in developing meaning and constructs through accurate sources of information.  Some educators will concentrate on one area and gradually add more components until a rich environment exists where other educators will include each component within a balanced literacy program at the beginning of the academic year.  Both options are useful and should be implemented according to the approach most desired by the teacher. However, the greatest attribute of the balanced literacy program is for the instructor to share an appreciation of literature and a passion for reading and writing (Shaw, 2009).

Within the reading component of developing a balanced literacy program, guided reading, independent reading, read alouds, shared reading and word study should be included.  Guided reading can occur in a variety of situations from reading with the teacher on a one-to-one basis to reading with a small group.  It occurs as the teacher demonstrates good reading practices such as the implementation of phonics, self-monitoring techniques, using patterns, following the text with a finger and others.  During this guided time, students should be encouraged to participate in reading aloud which provides the educator with insights into the student’s reading capabilities.  Additionally, independent reading needs to be encouraged.  Students should choose texts which are matched to their reading capabilities and prompted to read in independent settings. Another essential component of the reading instruction is word study which is simply the understanding of our alphabetical symbolic system.

The Annenberg Learner (2013) which focuses on resources and professional development for literacy engagement suggests the essential aspects of word study are phonics, morphemic analysis, decoding, encoding, vocabulary and concepts.  Phonics is the study of the relationship between letters and sounds while morphemic analysis is a strategy used by avid readers. In the use of this strategy, readers determine the meaning of words by examining the text surrounding the new word (Center on Teaching and Learning, 2013).  Additionally, both decoding or the use of words in reading and encoding, the use of phonics are needed to help student create meanings within the words.  Lastly both vocabulary and the concepts behind words as well as phraseology are part of language development.

The most important thing to recall when working with word study is the objectives. Three goals exist including: to provide students with opportunities to learn words independently, to teach students the definitions of words and to aspire a love and appreciate for words (Center on Teaching and Learning, 2013).

Each of these attributes of word study are embedded into a balanced literacy program.

In developing a literacy program, a educator needs to recall that learners need to know what they are learning and why they are learning it.

There are many tips to help in teaching a child to read. One of the simplest things to be done is during guided reading, simply point to each word as it is being read.  The child will then associate the written word with the pronunciation of the word.  As you notice frequently used words, such as ‘the,’ ‘it,’ ‘said,’ and others, encourage the child to say these words and words that they know as you handle the harder words that are seen more infrequently.  By doing this, the student will be able to read more and more words (Christie, Enz & Vukelich, 2010).

Be sure to read and re-read their favorite books.  Not only will they love the story and the repetition, but they will gain familiarity with the words within the book.  It is essential to not only encourage students to reach for more challenging books, but to allow them to feel successful to the consistent interaction with a familiar favorite.

After they are familiar with parts of the books, joke and play games using the books such as a rhyming game.  For instance, if you read the word ‘sat,’ change it to fat, cat, mat, etc.  Ask the student how the changing of the word also changes the meaning of the story or sentence.    Also, encourage the child to predict what is going to come next in the book.  They love to create their own middles and endings.  But most importantly, remember to be patient.

Composition or writing instruction is the process by which ideas are arranged to create a clear and effective message (Annenberg Learner, 2013).  It consists of: 

• independent writing
• modeled writing
• guided writing
• shared writing
• word study

The topic of word study was explored in detail while discussing reading. However, it is essential for educators to recall the essential nature of using word study components within writing instruction.

Writing can take place in the simplest of methods even when an emergent writer creates pictures to represent the intended texts.  All aspects of the writing stages should be encouraged as educators help their students to develop and write down their ideas.  A variety of writing exercise should be developed, including storytelling, lists, opinions and even in the need of journaling.

Knowles (1975) states that student curiosity shapes their motivation.  There is little need to rely on outside influences to determine your students’ learning.  Based on this premise, how do you develop and promote curiosity when it comes to encouraging reading and writing?  First, you must have a connection with the child. Milner (2011) suggests to teachers that they can to get to know their students through assignments, journaling and even interviews.  Another effective method to get to know students is through classroom discussions surrounding a common characteristics, goal, lesson or using a piece of fiction to instigate a socio-emotional response.  For parents, these same techniques can be used.  However, the best technique is no technique at all.  All you have to do is simply show interest in the child.

The most effective method to cultivating interest and increasing literacy skills is through the application of daily life skill (Gregory & Chapman, 2007).   Have your students help you to brainstorm activities where they need to develop their reading and writing skills.  Maybe it is reading a menu so they can order their own meal.  Also, did you know that brainstorming can also be used to develop creative thinking and to push students to higher order thinking skills?   It even draws on previous experiences and knowledge. But most importantly, it pulls your student into the learning experience.

A masterful method to involve your students in any learning experience is to invite them to participate in the planning part.  Whether you are going to read to them or they are going to read to themselves, be sure to ask them what they are interested in learning and reading.  A great benefit of allowing your children to choose what they are reading is that it empowers them.  They will develop the ability to choose their own reading.  They will develop an intrinsic motivation towards reading and also be on the road to becoming lifelong learners (Weimer, 2002).  Provide students with plenty of choices. Even small children can be given an choice in their literacy development.

I cannot stress enough the need to make learning and reading fun.  As your student learns to read and find enjoyment through it, they will learn not only about themselves and the outside world, but they will learn about their friends and their family.  Soon, you will find that your students will be asking others about what they are reading.  They will look around to see what others are reading.  They will also have the world opened up to them as they will realize that they can learn anything they want.

Good readers are those students will start to take risks.  “They are curious and willing to try new things, view problems as challenges, desire change, and enjoy learning. They are also found to be motivated and persistent, independent, self-disciplined, self-confident and goal-oriented” (Abdullah, 2011, p. 5).  This is the goal of every educator; To help each student become independent and desirous of reading.

Sources:

• Abdullah, M. (2011). Self directed learning. Retrieved  from www.indiana.edu/~reading/ieo/digests/d169.html
• Annenberg Learner. (2013). Essential components of literacy development. Retrieved from http://www.learner.org/libraries/readingk2/front/components.html
• Center of Teaching and Learning. (2013). Teaching strategies and examples. Retrieved from http://reading.uoregon.edu/big_ideas/voc/voc_skills_goals.php
• Christie, J. F., Enz, B. J., & Vukelich, C. (2010). Teaching language literacy: Preschool through the Elementary Grades. Upper Saddle, NJ: Allyn and Bacon.
• Gregory, G. & Chapman, C. (2007). Differentiated instructional strategies: One size doesn’t fit all. (2nd edition). Thousand Oaks, CA: Corwin Press.
• Hewlett Foundation. (2011). Foundations -A Q & A with Denis Udall, Education program officer. Retrieved from http://www.hewlett.org/newsroom/foundations-qa-denis-udall-education-program-officer 
• Hibbert, K. & Iannacci, L. (2011). From Dissemination to Discernment: The Commodification of Literacy Instruction and the Fostering of “Good Teacher Consumerism.” The Reading Teacher, 58(8), 716-727.
• Kever, J. (2010). Many in college lack basic skills. Houston Chronicle. Retrieved from http://www.chron.com/disp/story.mpl/metropolitan/7018694.html
• Knowles, M. (1975). Self-directed learning: a guide for learners and teachers. Parsippany, New Jersey: Globe Fearon Press.
• Milner, H. R. (2011). Five easy ways to connect with students. Harvard Letter, 27(1), 1-3.
• Shaw, M. L. (2009). Teaching and empowering reading specialists to be literacy coaches: Vision, passion, communication and collaboration. The NERA Journal, 45(1), 7-18.
• Shute, V. (2007). Focus on formative feedback. Princeton, NJ: Educational Testing Service.
• Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment and Evaluation in Higher Education, (30)4, 325-341.
• Weimer, M. (2002). Learner centered teaching: five key changes to practice. San Francisco, California: Jossey Bass.
• York-Barr, J., Sommers, W., Ghere, G. & Monthie, J. (2005). Reflective practice to improve schools: An action guide for educators. Thousand Oaks, CA: Sage.

By Tracy Harrington-Atkinson

Tracy Harrington-Atkinson, mother of six, lives in the Midwest with her husband. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education, a master’s in higher education and continued on to a PhD in curriculum design. She has published several titles, including Calais: The Annals of the Hidden, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.