ABSTRACT
This chapter argues that a more comprehensive consideration of literacy instruction is needed. As appealing as a balanced approach to literacy instruction may be, it seems to us that the notion of balance is considerably more complex than it may appear at the outset. A balanced and comprehensive approach to reading and reading education must embrace the artistic as well as the scientific dimensions of reading. In a balanced and comprehensive literacy program, a much larger variety of text types and genres needs to be considered. Balance needs to cross the boundaries of the school day. The chapter explores some of the issues that reading scholars, curriculum developers, and teachers need to consider as they move toward and beyond a balanced literacy curriculum. Reading and writing could more aptly be described as vehicles that students and scholars use to discover the other subject areas.
