Balanced literacy is a type of learning in writing, reading, and teaching which harmonizes phonics and whole language. Therefore, this approach prevents conflicts that may arise between language teaching and phonics as learning methods. There are various roles balanced learning plays in teaching and reading in classroom setting (Pressley et al., 2017) . First, a balanced learning approach helps the student to experience both phonics and languages in the right proportions. The model places the learner in the middle and thus allowing acquisition of knowledge on both worlds. Such balance allows learners to progress as a team irrespective of one’s abilities and weaknesses (Wormsley, 2016) . Secondly, balanced learning recognizes diversity in a classroom and thus allowing students to explore their different gifts and talents. In any classroom setting, learners exhibit different skills and thus the need to develop an approach that recognizes this diversity. Therefore, a teacher would cater for the needs of each group easily without leaving any learner behind.
The third importance of using balanced learning in a classroom setting is its incorporation of differentiated instruction models which cater to the needs of each learner. Various students may have different literacy needs and thus the need to use instructional methods that promote understanding of all. In a balanced learning approach, the teacher does not have to use one method for content delivery as it may disadvantage some students. The fourth way in which balanced learning supports diverse needs is by allowing young students to have more independence in knowledge acquisition as compared to other means (John & Sampson, 2016) . Therefore, the learner does not have to entirely depend on the teacher as a source of knowledge and thus can use unique personal skills to understand certain concepts. A balanced learning approach makes knowledge acquisition an interactive process where young students can engage teachers more to understand particular concepts.
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References
John, Y., & Sampson, M. (2016). A Case Study of Teacher with Hearing Impairment in the Inclusive Classroom Using a Balanced Literacy Approach. Journal Of Education And Human Development , 5 (2). https://doi.org/10.15640/jehd.v5n2a22
Pressley, M., Roehrig, A., Bogner, K., Raphal, L., & Dolezal, S. (2017). Balanced Literacy Instruction. Focus On Exceptional Children , 34 (5). https://doi.org/10.17161/fec.v34i5.6788
Wormsley, D. (2016). Book Review: Beginning with Braille: Firsthand Experiences with a Balanced Approach to Literacy. Journal Of Visual Impairment & Blindness , 110 (3), 206-210. https://doi.org/10.1177/0145482x1611000309
