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Book Review Shifting the Balance
Book Review
Review by Amy MacCrindle
Shifting the Balance
by Jan Burkins and Kari Yates
Click the cover to view on Amazon
As educators, most of our answers to “why education?” revolve around our ability to grow and empower the students we serve. It’s easy to lose sight of this focus as we passionately advocate our beliefs. Currently, many literacy teachers feel a struggle with what some call “the reading wars”—the two different positions on how to best teach literacy. Taking a step back to view the approach through a lens of what is best for students removes the struggle and refocuses our work. This is exactly what Burkins and Yates (2021) do in Shifting the Balance, using research, tested practices, and student achievement data to support their theories. This book serves as a bridge to demonstrate how balanced literacy and the science of reading can collaborate through six shifts in instruction.
An opening quote states,
“Chances are there are children experiencing reading difficulties in your own school, as well. And probably, if your data is reflective of historic and national trends, a disproportionate number of the children having reading difficulties are children of color, and/ or from marginalized communities” (Burkins and Yates, p. 1).
Their discussion is centered around a focus on equity, reminding educators that we are called to provide students what they need, when they need it. To begin this conversation, the authors encourage readers to commit to the six commitments provided in Figure 1. I invite you to reflect on this conversation and how these six commitments might enhance your current practices and awareness to help grow your support of the students that you serve.
The Shifts
The book is organized by chapters focused on the six shifts to guide the work. Each chapter includes common misunderstandings that are unpacked using the science of reading research, the chapter then hones in on easy to implement instructional practices for classrooms. The authors provide high impact instructional routines that are simple to implement and that have received positive student response. A summary of each of the shifts, as well as quotes to support the shift, are included in the Figure 2 table on the following page.
FIGURE 1
FIGURE 2
Shift
Shift 1: Rethinking How Reading Comprehension Begins
Shift 2: Recommitting to Phonemic Awareness
Shift 3: Reimagining ways to teach Phonics
Shift 4: Revisiting High-Frequency Word Instruction
Shift 5: Reinventing the Ways We Use MSV (Three-Cue System)
Shift 6: Reconsidering Text for Beginning Readers Explanation
Oral language development is crucial for our readers in order for their comprehension to grow. “It means that in the early years, while children are learning to read—with texts that are necessarily well below their listening comprehension capacity—we must have an eye toward the future, focusing on stretching the limits of listening comprehension through oral language development and knowledge building.” —page 21
It is integral to ensure explicitly phonemic awareness instruction occurs in the classroom. “In fact, research confirms that a lack of strong phonemic awareness is a contributing factor to the majority of reading difficulties. But the reverse is also true: with early and intentional instruction in phonemic awareness, many reading difficulties can be avoided altogether.” — page 42
Systematic phonics instruction is not “bad”. There are 5 misunderstandings that need to be reconsidered to better understand its’ purpose. High-leverage, engaging instructional routines are essential. “What really matters is a strong and researchinformed scope (what you will teach) and sequence (what order you will teach it), alongside solid instructional routines (how you will teach), whether homegrown or purchased.” —page 67
Quotes to Support the Shift
Automaticity is important in developing strong readers. High frequency word instruction should be connected to how decoding and phonics skills are reinforced. “Although it is true that some high-frequency words are less decodable, or rule-governed, than others, all words have some degree of decodability, even the most irregular ones.” — page 93
Students need to be led by the letters on the page first when it comes to reading an unknown word before using their sense and meaning making skills. “It turns out the real value of decoding a word is not figuring out the word! The underappreciated yet critical value in any encounter with an unknown word, especially for beginning readers, is how it adds to children’s learned store of letters sequences, preparing them to read future words fluently.” —page 120
Authentic decodable texts are powerful options to integrate into a student’s reading options. They allow students to practice the reading skills. “But much of the benefit of independent reading can be lost if students don’t spend the majority of their time with texts that match their current skills as readers. Of course, even the most beginning readers can read trade literature, such as picture books and rich informational texts, in ‘other ways’— talking about illustrations and making up or retelling stories. It’s also critical, however that readers have lots of time with texts that set them up to ‘read all the words’.” —page 145
Conclusion
Shifting the Balance highlights that educators must be open to implementing these shifts to best support student literacy. Burkins and Yates share an invitational tone, partnering with the reader to help erase educational paradigms and a potential resistance to change. This allows readers the opportunity to reflect on the shifts that may need to occur. Impressively, Burkins and Yates display their own vulnerability, their journey of rethinking their beliefs on literacy instruction, which allows readers to challenge their own misconceptions and to also be vulnerable. As I continue to reflect on Burkins’ and Yates’ literacy shifts, I’m reminded that Adam Grant, in Think Again, stated, “the purpose of learning isn’t to affirm our beliefs; it’s to evolve our beliefs.” Take the chance and be open to shifting your thinking. Amy MacCrindle, Ed.D. began her career teaching Middle School Language Arts and Social Studies, also serving as a Literacy Coach. She transitioned into administration, growing her experience as an Assistant Principal (MS), Principal (ES), Director of Literacy (PK-12), Director of Elementary Curriculum, and is now the Assistant Superintendent for Elementary Learning & Innovation in Huntley District 158. Amy’s passion and expertise are in the fields of change management, curriculum and instruction, innovation, literacy, and school culture. She teaches as an adjunct professor in the fields of leadership, literacy, and EL learners. Follow Amy @
