The purpose of this digest is to review various interpretations of balanced reading instruction and to explore the relationship between this instructional approach to beginning reading and state reading standards. Sections of the digest address what balanced reading is, offer examples from classroom practice, and discuss reading instruction and language arts standards. It concludes that curriculum alignment needs to link instructional content to clearly defined, research-based standards, and to leave creative space for teachers to search and find the balance in their own classrooms. (RS)