NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ695467
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1057-3569
Beyond Consensus--Beyond Balance: Toward a Comprehensive Literacy Curriculum
Rasinski, Timothy; Padak, Nancy
Reading and Writing Quarterly, v20 n1 p91-102 Jan-Mar 2004
Literacy scholars appear to have reached consensus that a balanced approach to reading instruction holds the greatest promise for improving reading achievement among students. Following the lead of the National Reading Panel (2000), curricular manifestations of a balanced reading program include instructional components in phonics or word decoding, fluency, and comprehension. While agreeing with the concept of a balanced approach to literacy instruction, we feel that the issue of balance in literacy is considerably more complex than the current models may suggest. In this article, we argue that a more comprehensive consideration of literacy instruction is needed, and we present examples of issues that need to be considered in the development of a comprehensive approach to literacy education.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)