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Employing Siegler's Overlapping Waves Theory to Gauge Learning in a Balanced Reading Instruction Framework.

Balanced reading instruction proposes an alternative to phonics only or whole language only programs; offers an efficient mixture of instructional approaches; and reconciles an array of learning styles. Although this balanced approach can not be interpreted monolithically, due to the various ways that whole language and phonics can be taught and combined, learning to read fluently functions as its intrinsic goal. Such a goal, moreover, implies that learning evolves through strategies. Central to this article is the assertion that Siegler’s overlapping waves theory and microgenetic analysis can be employed to gauge children’s learning, or acquisition of strategies, within a balanced reading instruction framework. Implications regarding how classroom instructional procedures employing Sielger’s work exert their effects on balanced instruction are discussed.