Balanced literacy is an ineffective approach to teaching reading and writing the English language that arose in the 1990s and has a variety of interpretations. Its proponents state that balanced literacy strikes a compromise between whole language and phonics, ending the conflict between the two teaching styles. Critics state that balanced literacy, in practice usually is synonymous with the whole language approach to reading.

Some proponents of balanced literacy say it uses research-based elements of comprehension, vocabulary, fluency, phonemic awareness and phonics and includes instruction in a combination of the whole group, small group and 1:1 instruction in reading, writing, speaking and listening with the strongest research-based elements of each. They go on to say that the components of a balanced literacy approach include many different strategies applied during reading and writing workshops.

On the other hand, critics say balanced literacy, like whole language, is a meaning-based approach that when implemented does not include the explicit teaching of sound-letter relationships as provided by systematic phonics and Structured literacy. And that it is effective only for children to whom learning to read comes easily, which is less than half of students.

Research has shown balanced literacy to be less effective than a phonics-based curriculum. The rejection of balanced literacy in favor of phonics education was a key component in the Mississippi Miracle of increased academic performance across the Southern United States in the 2010s and 2020s.

During balanced literacy reading workshops, skills are explicitly modeled during mini-lessons. The mini-lesson has four parts: the connection, the teach (demonstration), the active engagement and the link. The teacher chooses a skill and strategy that the class needs to be taught based on assessments conducted in the classroom. During the connection phase, the teacher connects prior learning to the current skill the students are currently learning. The teacher announces the teaching point or the skill and strategy. In this approach, the teacher shows students how to accomplish the skill by modeling the strategy in a book the students are familiar with. The teacher likewise uses a "think aloud" in this method to share thoughts and then allow the students to work this out in their own books or in the teacher's book during the active engagement. During the link phase, the teacher reminds students about the strategies they can do while they are reading.

Shared reading is when the students read from a shared text. Often this is a big book projected on screen using a website or documents camera. If possible, students should have their own copies also. Students and the teacher read aloud and share their thinking about the text. During mini-lessons, interactive read-aloud and shared reading the class will create anchor charts. These anchor charts remind students how and when to use different skills and strategies.

Guided reading is a small group activity where more of the responsibility belongs to the student. Students read from a leveled text. They use the skills directly taught during mini-lessons, interactive read aloud and shared reading to increase their comprehension and fluency. The teacher is there to provide prompting and ask questions. Guided reading is intended to allow for differentiation in the classroom. Groups are created around reading levels, and students move up when they note that the entire group is ready. During guided reading time the other students may be engaged in reading workstations that reinforce various skills or partner or independent reading. They often work in pairs during this time. Stations can include a library, big book, writing, drama, puppets, word study, poetry, computer, listening, puzzles, buddy reading, projector/promethean board, creation station, science, social studies.

Independent reading is simply students reading self-selected texts independently. Students choose books based on interest and independent reading level.