Achieving Balanced Literacy through the
Picture Word Inductive Model
The Picture Word Inductive Model (PWIM) is an inquiry-oriented language arts
model which provides a framework for balanced literacy in the classroom. PWIM
uses large photographs to elicit words from children’s listening and speaking
vocabularies, while integrating curricular connections to science, social studies, or
health. Through this model, teachers use the generated vocabulary to lead
students into inquiring about words, studying word properties (discovering
phonetic and structural principles), composing sentences and writing paragraphs.
The model is designed to help students develop as independent learners, readers
and writers as they foster confidence in their ability to learn. When implemented
in conjunction with explicit instruction through Read Alouds, Talk Alouds, and
Think Alouds, the PWIM offers a balanced literacy approach (Figure 1) engaging
students through inquiry and higher level thinking skills.
Modelled
Reading
Read
Aloud
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Talk Aloud
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Comprehension
Talk Aloud
Writing
Shared
Reading
ScaffoldedGuided
Reading
Independent
Reading
Modelled/
Shared
Writing
Interactive
Writing
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Think
Aloud
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PWIM
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Figure 1 Balanced Literacy through PWIM
Independent
Writing
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Literacy Support for First Nations Inuit Metis (FNIM) Students
In a recent publication released by Aboriginal Affairs and Northern Development
Canada (2012), the First Nation Student Success Program (FNSSP) has recognized
PWIM as one of the ‘tried, tested and true’ instructional models in supporting
early literacy development. The PWIM allows for the infusion of FNIM content as
cultural connections come alive through carefully chosen photographs.
Literacy Support for English as an Additional Language Learner (EAL)
PWIM has proven to be an effective strategy for supporting the language
development of EAL students. The use of a photo to generate vocabulary provides
a visual support for students as they learn to read new words and use the
properties of these words when decoding new vocabulary. The photo also serves
as a ‘picture dictionary’ to support writing development of EAL students.
The National Reading Panel has completed extensive research to determine the
most effective ways in which to teach students how to read. Their research
revealed that when the following five components are effectively taught, they
lead to the highest chance of reading success. These five are known as the Five
Pillars of Reading: phonemic awareness, phonics, fluency, vocabulary, and
comprehension. Figure 2 represents the components of reading instruction (The
Five Pillars + Writing)
Read Aloud
Talk Aloud for
Comprehension
Comprehension
Fluency
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Phonics
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Phonemic
Awareness
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Vocabulary
Development
Writing
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Talk Aloud for
Writing
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Think Aloud
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PWIM
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Figure 2
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