The search for ‘balance’ in literacy instruction

Research output: Contribution to journalArticlepeer-review


The issue of ‘balance’ in literacy instruction is the focus of many current debates and criticisms of literature-based curriculum. These criticisms can be challenged by examining our histories as educators and developing curricular frameworks that provide alternative views of ‘balance’. This article presents one possible framework based on the work of Halliday (1985) and then uses this framework to examine the role of guided reading and literature discussion groups in children's lives as readers. Several scenarios for the future of literature in classroom instruction and life are also discussed.

Original languageEnglish (US)
Pages (from-to)43-53
Number of pages11
JournalEnglish in Education
Issue number3
StatePublished - Sep 1999


  • Balance
  • Children's literature
  • Curriculum
  • Guided reading
  • Literacy/reading instruction
  • Literature discussion

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Literature and Literary Theory


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