The Balanced Approach: Reevaluating Reading Instruction
Why the “balanced approach” to reading often fails — and what the science actually says works.
By Christina Clark, Co-Founder
Although Whole Language may seem outdated, its principles continue to influence modern educational practices. Today, many schools advocate a “balanced approach” which supposedly combines methods to create a stronger reading program. However, this approach often perpetuates ineffective Whole Language practices, causing significant harm to children who need effective reading instruction.
After twelve years of using the Barton Reading and Spelling Program and reviewing substantial scientific evidence, I realized that direct, systematic instruction is indeed more effective.
During my tenure as a facilitator at three middle schools, I witnessed firsthand the consequences of inadequate explicit language instruction. Many students struggled with reading levels far below their grade. Imagine attempting to meet sixth-grade expectations while reading at a first-grade level.
I recall a particularly striking case: a student known for disruptive behavior and low performance. After receiving targeted Barton instruction, his phonemic awareness jumped from the 16th to the 84th percentile — a 425% increase in just five months. His newfound confidence and engagement were evident to everyone around him.
Bottom line: While the “balanced approach” may seem like a compromise, it often fails to address the fundamental issues. Evidence-based programs like Barton can provide the structure needed for significant academic and personal growth.
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