The New Zealand Curriculum states that for children to be successful citizens in New Zealand and the wider world, “they need to be effective oral, written and visual communicators who are able to think critically and in depth” (New Zealand Ministry of Education, 2007, p.18). Oral language, reading and writing are all inextricably intertwined, so to achieve the Ministry’s literacy outlook for students, implementing a balanced literacy approach in the classroom is important, as it assists in meeting the learning needs of each individual child. Using a single approach to literacy would not fit the all the learning needs of diverse students. This ‘one size does not fit all’ view can encompass a variety of literacy components and combine them into an effective literacy programme (Spiegel, 1998).
Oral language, reading and writing are invaluable aspects of literacy and must be considered not as separate literacy forms, but as an integrated programme that spreads across all areas of the curriculum. A rich diet of these three crucial elements of literacy, encompassed within the to, with and by mantra will construct an effective and balanced literacy programme within the classroom, thereby enabling children to receive a high level of literacy learning. In effect, this will help to guide and support students in becoming the well-rounded and informed citizens of tomorrow’s world.
