Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom (1st ed.)/Shifting the balance: 6 ways to bring the science of reading into the upper elementary classroom.
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| Title: | Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom (1st ed.)/Shifting the balance: 6 ways to bring the science of reading into the upper elementary classroom. |
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| Authors: | Elassi, Amal1 |
| Source: | Education Review (10945296). 2025, Vol. 32, p1-8. 8p. |
| Subject Terms: | *Literacy, *Literacy education, *Culturally relevant education, *Reading comprehension, *Readability (Literary style), *Educators, *Language acquisition, *Elementary education |
| Abstract: | This article reviews two volumes by Jan Burkins, Kari Yates, and Katie Egan Cunningham that propose integrating cognitive science from the science of reading into balanced literacy instruction for elementary grades. The first volume addresses Grades K–2, emphasizing foundational skills such as phonemic awareness, explicit phonics instruction, orthographic mapping, and decoding, while the second volume extends these ideas to Grades 3–5, focusing on vocabulary development, fluency, comprehension strategies, and independent reading. Although the books offer clear, research-based instructional routines and promote teacher reflection, the review highlights concerns that their framing of instructional changes as “simple shifts” oversimplifies the complex nature of reading comprehension and literacy development. Additionally, the texts are critiqued for insufficiently addressing sociocultural, linguistic diversity, and identity-related aspects of literacy, which may limit their applicability for multilingual and culturally diverse learners. [Extracted from the article] |
| Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192075862 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom (1st ed.)/Shifting the balance: 6 ways to bring the science of reading into the upper elementary classroom. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Elassi%2C+Amal%22">Elassi, Amal</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Review+%2810945296%29%22">Education Review (10945296)</searchLink>. 2025, Vol. 32, p1-8. 8p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy+education%22">Literacy education</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Readability+%28Literary+style%29%22">Readability (Literary style)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article reviews two volumes by Jan Burkins, Kari Yates, and Katie Egan Cunningham that propose integrating cognitive science from the science of reading into balanced literacy instruction for elementary grades. The first volume addresses Grades K–2, emphasizing foundational skills such as phonemic awareness, explicit phonics instruction, orthographic mapping, and decoding, while the second volume extends these ideas to Grades 3–5, focusing on vocabulary development, fluency, comprehension strategies, and independent reading. Although the books offer clear, research-based instructional routines and promote teacher reflection, the review highlights concerns that their framing of instructional changes as “simple shifts” oversimplifies the complex nature of reading comprehension and literacy development. Additionally, the texts are critiqued for insufficiently addressing sociocultural, linguistic diversity, and identity-related aspects of literacy, which may limit their applicability for multilingual and culturally diverse learners. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Review (10945296) is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14507/er.v32.4199 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 1 Subjects: – SubjectFull: Literacy Type: general – SubjectFull: Literacy education Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Reading comprehension Type: general – SubjectFull: Readability (Literary style) Type: general – SubjectFull: Educators Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Elementary education Type: general Titles: – TitleFull: Shifting the balance: 6 ways to bring the science of reading into the balanced literacy classroom (1st ed.)/Shifting the balance: 6 ways to bring the science of reading into the upper elementary classroom. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Elassi, Amal IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10945296 Numbering: – Type: volume Value: 32 Titles: – TitleFull: Education Review (10945296) Type: main |
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