In her Education HQ Op Ed article, SOLAR Lab PhD student Melanie Henry advocates for the abandonment of the balanced literacy approach in Victorian primary schools in favor of more structured reading instruction. She argues that the balanced literacy model, has not effectively addressed the literacy needs of all students, particularly those who struggle with reading.
Henry highlights that many students enter secondary school lacking fundamental reading skills, which can hinder their academic success. She points to research indicating that a systematic phonics approach is far more effective in teaching reading than the balanced literacy method, which often relies on students guessing words based on context rather than decoding them.
Henry explains that when students do not receive adequate reading instruction early on, they risk falling behind, creating an ongoing cycle of struggle that secondary teachers must attempt to address. A nationwide survey revealed that many secondary teachers feel ill-equipped to provide the catch-up support needed for students who struggle with literacy, with a significant number lacking expertise in reading instruction.
Henry flags that interventions often come at a high cost, as they require withdrawing students from valuable class time, leading to missed learning opportunities and increased frustration. Low literacy levels can also have emotional and behavioral repercussions, contributing to feelings of shame and disengagement among students. Henry’s commentary stresses the importance of systematic and explicit phonics instruction, which can significantly improve literacy outcomes for the majority of students, early on in their school journey.