Sue launched the Balance Campaign in 1990 with support from many teachers and academics worried about the lack of rigour in literacy teaching.

A manifesto for balance in the teaching of literacy and language skills

To all teaching staff, all UK Primary Schools,

Dear Colleagues,

Recent controversy about standards has reopened the long-running debate on methods of teaching reading, with bitter recriminations flying between educationalists who support a "skills-driven" model of reading (e.g. phonics and/or look-and-say) and those who support a "meaning-driven" model (e.g. "real-books").

We believe that this polarisation of opinion is a false one with which many teachers do not agree. We are therefore attempting to provide a rallying point in the middle ground for those who support a balanced attitude to the teaching of reading and language.

The Balance Manifesto sets out five principles upon which a balanced philsophy for the teaching of literacy and langauge skills may be based. Further discussion of the relevant issues can be found in Sense and Sensibility; some thoughts on the teaching of literacy by Margaret Donaldson (published by the Reading and Language Information Centre, University of Reading, price £2.00).

We hope that schools will photocopy the manifesto for distribution to all members of staff. It may be used as a discussion document for school-focussed in-service on literacy and language teaching. Perhaps also it will be useful for helping explain school policy to parents worried about the teaching of reading.

The manifesto is intended to be especially helpful to teachers who are concerned by the negativity of many arguments put forward in the reading debate. Above all, we hope that it will help teachers thoughout the U.K. to re-establish confidence in themselves as teachers of literacy and language skills.

Sue Palmer
Hon. Secretary, Balance
1990

1. Balance between teaching and facilitation of children's learning

2. Balance between different approaches

3. Balance between use and awareness of language

4. Balance between incidental intervention and planned lessons

5. Balance between “real books” and published teaching materials