Balance in teaching reading: An instructional approach based on a particular epistemological outlook

Reading and Writing Quarterly

Volumn 18, Issue 4, 2002, Pages 353-364

  Fitzgerald, Jill ^a   Cunningham, James W ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008770513     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/07487630290061881     Document Type: Article

References (29)

1. Baumann, J., & Ivey, G. (1997). Delicate balances: Striving for curricular and instructional equilibrium in a second-grade, literature/strategy-based classroom. Reading Research Quarterly, 32, 244-275.
2. Bredo, E., & Feinberg, W. (1982). Knowledge and values in social and educational research. Philadelphia: Temple University Press.
3. Cunningham, J. W. (1999). How we can achieve best practices in literacy instruction. In L. B. Gambrell, L. M. Morrow, S. B. Neuman, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 34-45). New York: Guilford.
4. Cunningham, J. W., & Fitzgerald, J. (1996). Epistemology and reading. Reading Research Quarterly, 31, 36-60.
5. Cunningham, P. M., Hall, D. P., & Defee, M. (1991). Non-ability grouped, multilevel instruction: A year in a first-grade classroom. The Reading Teacher, 44, 566-571.
6. Cunningham, P. M., Hall, D. P., & Defee, M. (1998). Nonability grouped, multilevel instruction: Eight years later. The Reading Teacher, 51, 652-664.
7. Delpit, L. D. (1995). Other people's children: Cultural conflict in the classroom. New York: New Press.
8. Dudley-Marling, C. (1996). Explicit instruction within a whole language framework: Teaching struggling readers and writers. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 23-38). Norwood, MA: Christopher-Gor- doa
9. Fitzgerald, J. (1992). Towards knowledge in writing: Illustrations from revision studies. New York: Springer-Verlag.
10. Fitzgerald, J. (1999). What is this tiling called "balance?" The Reading Teacher, 53, 100-107.
11. Freppon, P., & Dahl, K. L. (1998). Balanced instruction: Insights and considerations. Reading Research Quarterly, 33, 240-251.
12. Freppon, P., & Headings, L. (1996). Keeping it whole in whole language: A first grade teacher's phonics instruction in ait urban w-'hole language classroom. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 65-82). Norw'ood, MA: Christopher-Gordoa
13. Graham, S., & Harris, K. R. (1996). Teaching writing strategies within the context of a w-'hole language class. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 155-175). Norw'ood, MA: Christopher-Gordon.
14. Hiebert, E., & Colt, J. (1989). Patterns of literature-based reading instruction. The Reading Teacher, 43, 12-20.
15. McGowan, J. (1991). Postmodernism and its critics. Ithaca, NY: Cornell University Press.
16. McIntyre, E. (1996). Strategies and skills in w-'hole language: An introduction to balanced teaching. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 1-20). Norw'ood, MA: Christopher-Gordon.
17. McIntyre, E., & Pressley, M. (1996). Balanced instruction: Strategies and skills in whole language. Norw'ood, MA: Christopher-Gordon.
18. McIntyre, E., Kyle, D., Hovda, R., & Clyde, J. (1996). Explicit teaching and learning of strategies in w-'hole language classrooms. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 231-250). Norw'ood, MA: Christopher-Gordon.
19. Poster, M. (1989). Critical theory and poststructuralism: In search of a context. Ithaca, NY: Cornell University Press.
20. Raphael, T. E., & Pearson, P. D. (November, 1997). Balance in reading instruction: Deconstructing a complex notion. Paper presented at the California Reading Association's Research Conference, San Diego, CA
21. Roehler, L., Hallenbeck, M., McLellan, M., & Svoboda, N. (1996). Teaching skills through learning conversations in w-'hole language classrooms. In E. McIntyre & M. Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 193-212). Norw'ood, MA: Christopher-Gordoa
22. Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
23. Spiegel, D. (1992). Blending witole language and direct instruction. The Reading Teacher, 46, 38-44.
24. Spiegel, D. L. (1994). Finding the balance in literacy development for all children. Balanced Reading Instruction, 1, 6-11.
25. Spiegel, D. L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52, 114-121.
26. Strickland, D. (1994-95). Reinventing our literacy programs: Books, basics, balance. The Reading Teacher, 14, 32.
27. Strickland, D. (1996, October/November). In search of balance: Restructuring our literacy programs. Reading Today, p. 32.
28. Torgesen, J. K., & Hecht, S. A. (1996). Preventing and remediating reading disabilities: Instructional variables that make a difference for special students. In M. F. Graves, P. van den Broek, & B. M. Taylor (Eds.), The first R: Every child's right to read (pp. 133-159). New York: Tfeachers College Press.
29. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading, 1(3), 217-234.