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“Thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning.”

—Curriculum Connections(on the third edition) —Curriculum Connections


“A valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools.”

—Teachers College Record(on the second edition) —Teachers College Record


“I wouldn't expect the fifth edition of a text to be refreshing, but this one sure is. 'Balanced' truly means balanced! Reading researchers—rather than influencers or politicians—define and apply the science of reading with breadth and depth. This is a reading methods course text rich enough to prepare today’s teachers for the varied challenges they will face.”

—James W. Cunningham, PhD, School of Education (Emeritus), University of North Carolina at Chapel Hill


“The gift of this text is the serious and clear-eyed treatment of the full spectrum of evidence about beginning literacy instruction. The authors demonstrate unparalleled command of the nuances of reading and reading research. The book is thorough and clear, and based on an underlying respect for the process of learning, the work of teaching, and the endeavor of inquiry. This fifth edition earns its place as a time-tested cornerstone for the study of reading instruction.”

—Rachael Gabriel, PhD, Neag School of Education, University of Connecticut


“There could be no better timing for publishing the fifth edition of this text. While the 'science of reading' label is placed on myriad curricular materials, the term is most often used too narrowly. True to what the broad base of research actually demonstrates is needed for student readers to thrive, this book makes a convincing argument for the validity and effectiveness of balanced instruction. The authors describe teaching practices, strategies, and classroom environments that foster all students’ literacy growth.”

—Peter Afflerbach, PhD, College of Education, University of Maryland, College Park


“The term 'balanced literacy' emerged from Michael Pressley's exceptional translation of research for educators. In keeping with Michael Pressley's scholarly legacy, Tim Pressley and Richard Allington bring this book into its fifth edition, with elegant and clever interpretations of findings across many areas. The text positions the thoughtful educator to dive deep into literacy instruction. Especially helpful are the historical analyses of patterns in research and literacy instruction across the decades.”

—Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech


“I have used this book as a central text in a graduate-level Foundations of Literacy course with practicing teachers for many years, and have recommended it for graduate reading programs in teacher education as well as ongoing teacher learning experiences in schools. My students have been astounded by the new insights they gain from this text, and have been inspired to make immediate revisions to their literacy instruction. I am thrilled that the fifth edition adds current research in each chapter, as well as adding a chapter on emergent bilingual learners, making the book even more relevant to the educators I work with.”

—Amy Frederick, PhD, Associate Professor and MSE Reading Program Director, Teacher Education Department, University of Wisconsin–River Falls

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Table of Contents

Introduction to the Fifth Edition, Tim Pressley

Introduction to the Fourth Edition, Richard L. Allington

Introduction to the Third Edition, Michael Pressley

1. Skills-Emphasis, Meaning-Emphasis, and Scientifically Based Balanced Reading Instruction

2. Skilled Reading

3. Children Who Experience Problems in Learning to Read

4. Before Reading Words Begins

5. Learning to Recognize Words

6. Fluency

7. Vocabulary

8. The Need for Increased Comprehension Instruction

9. Reading Instruction for Emergent Bilinguals, Ana Taboada Barber

10. Expert Literacy Teaching in the Primary Grades, Ruth Wharton-McDonald

11. Motivation and Literacy

12. Concluding Reflections

Author Index

Subject Index

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About the Authors

Tim Pressley, PhD, is Associate Professor of Psychology at Christopher Newport University, where he is also a faculty member in the Master of Arts in Teaching program and the Center for Education Research and Policy. Before receiving his doctorate, Dr. Pressley was an elementary school teacher, and giving teachers a voice on issues affecting their lives has been a driving force behind his research. Currently his research focuses on the impact of COVID-19 on teachers, teacher effectiveness, and teacher burnout. His work has been published in leading education journals. Dr. Pressley is coauthor of Reading Instruction That Works, Fifth Edition, and Lessons of the Pandemic: Disruption, Innovation, and What Schools Need to Move Forward.

• Author's website
• All titles by Tim Pressley

Richard L. Allington, PhD, is Professor of Literacy Studies in the Department of Theory and Practice in Teacher Education at the University of Tennessee. He has published over 150 articles, chapters, and books, and has twice received the Albert J. Harris Award from the International Literacy Association (ILA) for an outstanding contribution to the understanding of the prevention or assessment of reading disabilities. Dr. Allington has served as president of both the ILA and the Literacy Research Association. He is a member of the Reading Hall of Fame.

• All titles by Richard L. Allington

Michael Pressley, PhD, until his death in 2006, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was a recipient of the E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.

• All titles by Michael Pressley

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Contributors

Ana Taboada Barber, PhD,College of Education, University of Maryland, College Park, MD

Ruth Wharton-McDonald, PhD,College of Liberal Arts, University of New Hampshire, Durham, NH

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Audience

Teacher educators and graduate students; literacy specialists and coaches; K–8 classroom teachers.

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Course Use

Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading.

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Previous editions published by Guilford:

Fourth Edition, © 2015
ISBN: 9781462516803

Third Edition, © 2006
ISBN: 9781593852283

Second Edition, © 2002
ISBN: 9781572307339

First Edition, © 1998
ISBN: 9781572303195

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New to this edition:

• Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties.
• Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs.
• Expanded discussions of dyslexia and the role of executive function in reading.
• Application tables that translate key concepts into recommended classroom strategies.