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Table of Contents Book Description Critics' Reviews Instructor Resources

1st Edition


THE BALANCING ACT: AN EVIDENCE-BASED APPROACH TO TEACHING PHONICS, READING AND
WRITING

By Dominic Wyse, Charlotte Hacking Copyright 2024

   
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ISBN 9781032580234
294 Pages 55 Color Illustrations
Published June 20, 2024 by Routledge
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DESCRIPTION

Dominic Wyse and Charlotte Hacking present a ground-breaking account of teaching
phonics, reading, and writing. Created from a landmark study, new research, new
theory, and cutting-edge teacher professional development, this balanced
approach to teaching seeks to improve all children’s learning, and therefore
life chances.

The book dismantles polarised debates about the teaching of phonics and analyses
the latest scientific evidence of what really works. It shows, in vivid detail,
how phonics, reading, and writing should be taught through the creativity of
some of the best authors of books for children. By describing lessons inspired
by ‘real books’, it showcases why the new approach is more effective than narrow
phonics approaches.

The authors call for a paradigm shift in literacy education. The chapters show
how and why education policies should be improved on the basis of unique
analyses of research evidence from experimental trials and the new theory and
model the Double Helix of Reading and Writing. It is a book of hope for the
future in the context of powerful elites influencing narrow curricula, narrow
pedagogy, and high stakes assessments.

The Balancing Act will be of interest to anyone who is invested in young
children’s development. It is essential reading for teachers, trainee teachers,
lecturers, researchers, and policy makers world-wide who want to improve the
teaching of reading and writing in the English language.






TABLE OF CONTENTS

PART I: THE POLITICS AND SCIENCE OF READING AND WRITING             

Chapter 1:
The Reading Wars    

Chapter 2:
The Development of Reading and Writing     

Chapter 3:
How Texts Teach What Children Learn            

Chapter 4:
The Science of Teaching Reading and Writing

PART II: THE ART OF TEACHING


Chapter 5:
The Balanced Approach to Teaching Phonics, Reading and Writing            

Chapter 6:
Building the Foundations            

Chapter 7:
Cracking the Alphabetic Code    

Chapter 8:
Gaining Control

Chapter 9:
The Complexities of English

Chapter 10:
Spelling     

Chapter 11:
Developing Fluency and Comprehension    

Chapter 12:
Meeting the Needs of All Pupils      

Chapter 13:
The Reader in the Writer    

Chapter 14:
A Better Future for Children’s Education      

Glossary


AUTHOR(S)


BIOGRAPHY



Dominic Wyse is Professor of Early Childhood and Primary Education at the
Institute of Education, University College London, UK. Dominic is also the
Founding Director of the Helen Hamlyn Centre for Pedagogy (HHCP) at UCL

Charlotte Hacking is Director of Learning and Programmes at the Centre for
Literacy in Primary Education (CLPE), UK.






CRITICS' REVIEWS

> “The Balancing Act is a masterful presentation of a timely resource,
> eloquently underscoring the importance of centring children's voices and
> experiences in literacy education. It advocates for a balanced approach that
> respects and responds to individual needs. The 'Double Helix of Teaching
> Reading and Writing' model presented in the book is particularly noteworthy.
> This sophisticated and innovative approach deserves empirical study to explore
> its full potential in teaching. The book brilliantly demystifies the
> often-misunderstood concept of the 'Balanced Approach,' distinguishing it from
> the 'Whole Language' method. Packed with evidence-based insights and
> actionable suggestions for educators, The Balancing Act stands as an essential
> read for anyone committed to truly understanding and implementing effective,
> child-centred education methods.”
> Hyejeong Ahn, Senior Lecturer in Language and Literacy Education, University
> of Melbourne Graduate School of Education, Australia
> 
> “This is such an important book. It hacks through the thick undergrowth of
> research and angry contestation, carving out a clear and convincing path
> towards a balanced and well-evidenced approach to the teaching of reading. The
> newly minted metaphor of the double helix is ground-breaking but it’s not only
> the principles, ideas and research analysis that make this book so valuable.
> The practical exemplification, with chapters based on using specific picture
> books in the classroom, offers teachers a brilliantly thorough, detailed,
> carefully explained and convincing account of how to make the ‘balanced’
> approach to reading work in practice. It also shows how to use the approach at
> different stages in the process, in a way that takes account of children’s
> differing ease and speed of development. The combination of illuminating use
> of research, principles based on experience, and intimate knowledge of
> classroom practices and texts for children, makes this is a key text in
> shaping our thinking about the teaching of reading, both now, and in the
> future.”
> Barbara Bleiman, English Consultant and former Co-Director at the English and
> Media Centre, UK
> 
> “Wyse and Hacking's new book is a delight to read. They rightly stress the key
> importance of language skills, rhyming and singing for children's ability to
> build the foundation required to support phonics acquisition. Their selection
> of outstanding picture books for children along with insightful guidance about
> how to build different aspects of reading tuition around these books is
> probably unique and should ensure widespread impact.”
> Usha Goswami, Professor of Cognitive Developmental Neuroscience, University of
> Cambridge, UK.
> 
> “Teachers in many classrooms today, and those who provide professional
> development for teachers, are faced with many challenges as they try to
> navigate top-down policies that define literacy narrowly and dictate what and
> how teachers should teach. This is particularly true for the teaching of
> phonics, and as a result other aspects of literacy, particularly writing, do
> not receive the attention they deserve. In The Balancing Act, Wyse and Hacking
> provide a resource that respects the professionalism of teachers by critically
> interrogating and discussing the interplay between reading policy, pedagogy
> and practice and promotes a sense of agency that is being lost in the midst of
> restrictive policy mandates. The focus on literacy as a complex process and
> the provision and use of authentic enjoyable materials and experiences as
> platforms to teach literacy is welcome.”
> Sinead Harmey, Associate Professor in Literacy Education, Institute of
> Education (IOE), University College London (UCL), UK.
> 
> “This book brings a breath of fresh air to what have often become arid
> debates, where positions triumph over evidence, by providing an empirically
> informed theory of reading and writing.
> 
> It is difficult to understand why something as crucial as teaching children to
> read and write has become linked in many countries in the English speaking
> world with almost Orwellian positions, e.g., phonics good or phonics bad. The
> opening chapter of this book provides a powerful analysis of where these
> countries are in reading development and the well-intentioned but commonly
> misinformed forces that influence how reading is taught.
> 
> This book offers so much to the world of reading and writing.  It presents an
> innovative theory, the double helix of reading and writing. It provides an
> in-depth analysis of cutting edge thinking in and beyond education in the
> teaching of reading and writing. Crucially, it links theory and research to
> detailed examples of practice. The Balanced Approach to the teaching of
> reading and writing, advocated in this text, should be used to inform future
> policy and practice and this book should be a must for all teachers and policy
> makers who care about children’s success in reading and writing.”
> Louise Hayward, Professor of Educational Assessment and Innovation, University
> of Glasgow, Scotland.
> 
> “This book introduces The Double Helix of Reading and Writing: an innovative,
> long-awaited antidote to the directive that prescriptive teaching of
> ‘systematic synthetic phonics’ must be the only way to teach reading. Through
> the connections with  robust research Wyse and Hacking call out the current
> system for the teaching of reading what it is: narrow. They then illustrate
> though planning and examples of practice how high-quality children’s
> literature can be used to teach and make links between reading and writing -
> at all times placing the child, their background, interests and prior
> knowledge at the centre of the approach. 
> 
> This one is for all the teachers and teaching assistants who have had to sneak
> Real Books into reading lessons and children’s book bags, because they know
> that their children benefit so much more from a contextualized approach to the
> teaching of reading and writing - you were right all along! It is time to dust
> off your agency and professional judgement, to enable your children to immerse
> themselves in an engaging and infectious literacy-rich environment, where the
> teaching of reading and writing skills is interwoven in a meaningful way that
> makes sense to all concerned.”
> Gorana Henry, Primary PGCE Programme Leader & Primary and Early Years ITE
> Lead, Institute of Education (IOE), University College London (UCL), UK.
> 
> “What is the best way to teach a child to read? Perhaps no other
> education-related question has generated so much attention, controversy, or
> divisiveness; and while some might see the question as simple, Dominic Wyse
> and Charlotte Hacking’s The Balancing Act: An Evidence-based Approach to
> Teaching Phonics, Reading and Writing, shows precisely why it is not. Firmly
> rooted in empirical research with a refreshingly deep appreciation for the art
> of teaching, the book demonstrates how the question is a nexus for social,
> political, linguistic, and cross-disciplinary concerns. The Balancing Act cuts
> through the crowded terrain of advice on the teaching of reading to clearly
> articulate and beautifully illustrate a model of pedagogy that promises to
> create the richest of opportunities for children’s reading and writing
> acquisition. The Double Helix of Reading and Writing model is imminently
> accessible to a range of audiences, including teachers, families, and
> policy-makers, yet it accounts for the myriad, complex factors that co-produce
> engaged and affirmed life-long readers. I cannot wait to share this
> achievement of literacy education scholarship with my own students and
> networks.”
> Rachel Heydon, Professor of Curriculum Studies and Studies in Applied
> Linguistics, Western University, Canada.
> 
> “The Balancing Act stands out as both thoughtful and insightful, offering an
> important contribution to the controversial field of literacy education. The
> authors consider the weight of evidence to explore the teaching and learning
> of literacy, mindful of the realities of children's lives, families, and
> interests. This book introduces an innovative approach, offering a valuable
> perspective for enhancing children's engagement as learners, readers, and
> writers. Its unique model successfully integrates the daily creativity,
> enthusiasm and joy of books and stories, the diverse identities of children,
> and a deep understanding of literacy learning from a range of viewpoints.
> Importantly, the authors undertake careful and transparent consideration of
> information, across debated topics, using multiple sources to dispel some
> well-rehearsed myths, appraise the empirical evidence and examine literacy
> learning from different angles.”
> Rebecca Jesson, Associate Professor in Literacy Education, University of
> Auckland, New Zealand.
> 
> “This ground-breaking book is a must read for students, teachers and educators
> interested in a principled and evidence-based approach to the teaching and
> learning of reading and writing. The authors introduce an innovative new model
> for the effective teaching of reading and writing which puts the child, and
> their motivation and engagement, at the heart of their reading and writing
> development. This balanced approach to the teaching of reading and writing,
> underpinned by robust and principled research, breathes new life and
> creativity into what has been a pedagogy of conformity and compliance. The
> authors are experts in their field, and readers will be delighted with the
> extensive range of authentic children’s texts which are used to illustrate how
> the teaching of reading and writing can be achieved through a balanced
> approach where the professional autonomy of teachers is safeguarded, and the
> needs of children met. This book, its research and ideas should be welcomed
> wholeheartedly and give educators the confidence to readdress the teaching of
> phonics, reading and writing through a balanced approach with the child at the
> heart.”
> Roger McDonald, Associate Professor in Primary Education (Literacy),
> University of Greenwich, Past President of The United Kingdom Literacy
> Association (UKLA), UK.
> 
> “Wyse and Hacking make a strong argument, notably grounded in longitudinal
> research, that a balanced approach to teaching reading is superior to heavy
> doses of synthetic phonics. Their focus on conventional experiments directly
> counters others who take a selectively narrow view of experimental evidence to
> support a claim that there is a “science of reading” leading inexorably to
> phonics as the essence of learning to read. Enhancing the authors’ case, and
> the scope of their argument, is an international perspective that is too often
> ignored or neglected. Their introduction of the Double Helix as a new
> model—actually, a new metaphor— for conceptualizing literacy development and
> how it can be achieved through balanced instruction is a substantive
> theoretical contribution to the field. More importantly, it is a useful
> framework to guide curriculum and instruction. Admirably, their book makes
> explicit the connections between the model, the research and theory supporting
> it, and instructional practice. Consequently, this book will be equally
> attractive to researchers and to teachers and others on the front line of
> teaching reading.  And, one can only hope, it may serve to disabuse many
> parents, journalists, and policy makers of the mistaken belief that phonics is
> the organic explanation for all success or failure in learning to read.”
> David Reinking, Emeritus Distinguished Professor of Education, Clemson
> University, USA.
> 
> “The Balancing Act presents a refreshing perspective on an age-old debate.
> Wyse and Hacking skilfully dismantle the dichotomy of phonics versus whole
> language, advocating for a balanced approach that embraces the nuanced
> complexities of teaching reading and writing. The Double Helix of Reading and
> Writing model introduces a paradigm shift, prioritising children's diverse
> needs and experiences, empowering educators to create immersive and effective
> literacy-rich environments.
> 
> This book doesn't just redefine teaching practices; it reignites the essence
> of literacy education by honouring the expertise of educators and fostering a
> genuine love for reading and writing among children.
> 
> In a world polarised by educational ideologies, The Balancing Act stands as a
> beacon of evidence-based, inclusive pedagogy. Its emphasis on empirical
> research, coupled with practical examples, resonates profoundly, challenging
> conventional norms and offering a pathway towards a more holistic literacy
> education. This work inspires educators worldwide to embrace innovation while
> staying rooted in what truly matters: the joy of learning for every child.”
> Patrick Sullivan, Deputy Chief-Executive Officer, National Council for
> Curriculum and Assessment (NCCA), Ireland.
> 
>  





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DELIVER AND PRESENT ADVERTISING AND CONTENT 501 PARTNERS CAN USE THIS SPECIAL
PURPOSE

Always Active

Certain information (like an IP address or device capabilities) is used to
ensure the technical compatibility of the content or advertising, and to
facilitate the transmission of the content or ad to your device.

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MATCH AND COMBINE DATA FROM OTHER DATA SOURCES 359 PARTNERS CAN USE THIS FEATURE

Always Active

Information about your activity on this service may be matched and combined with
other information relating to you and originating from various sources (for
instance your activity on a separate online service, your use of a loyalty card
in-store, or your answers to a survey), in support of the purposes explained in
this notice.

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LINK DIFFERENT DEVICES 326 PARTNERS CAN USE THIS FEATURE

Always Active

In support of the purposes explained in this notice, your device might be
considered as likely linked to other devices that belong to you or your
household (for instance because you are logged in to the same service on both
your phone and your computer, or because you may use the same Internet
connection on both devices).

List of IAB Vendors‎

IDENTIFY DEVICES BASED ON INFORMATION TRANSMITTED AUTOMATICALLY 487 PARTNERS CAN
USE THIS FEATURE

Always Active

Your device might be distinguished from other devices based on information it
automatically sends when accessing the Internet (for instance, the IP address of
your Internet connection or the type of browser you are using) in support of the
purposes exposed in this notice.

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