Abstract
Reading instruction has become a critical focus in many states in the country. Both in-service and pre-service teachers are adopting innovative approaches in reading instruction embedded in the Science of Reading. However, the transition to these new methods require a shift in practice that should be differentiated for both groups. In-service teachers have a wealth of knowledge and experience to draw upon, while pre-service teachers because of the lack of prior knowledge of past practices in literacy that include the Balanced Literacy approach. This book critique examines the Shifted the Balance duology, offering insights to its implications to Teacher Education.
Recommended Citation
Wolff, David
(2024)
"The Shifting the Balance Duology: A Book Critique from a Teacher Education Perspective,"
Essays in Education: Vol. 31:
Iss.
1, Article 2.
Available at:
https://openriver.winona.edu/eie/vol31/iss1/2
Primary Author Bio Sketch
Dr. David Wolff is an Assistant Professor in Teaching and Learning in the College of Education and Human Services at Minnesota State University Moorhead (MSUM) in Moorhead, Minnesota. Prior to MSUM, David was an Elementary Teacher, Gifted & Talented Interventionist, District Coordinator of Gifted & Talented Services, Instructional Coach, and, Principal.
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education and Teaching Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Scholarship of Teaching and Learning Commons
