During the 1970s direct phonics instruction was the preferred method of reading instruction. In the 1980s the whole language concept caught on and phonics instruction was considered defunct. In the 1990s the pendulum, in the process of swinging back, was intercepted before it went to the extreme of "all phonics," by a balanced approach to reading instruction. Even though there has been an increased emphasis on explicit phonics instruction in recent years, research continues to indicate the benefits of a balanced approach to reading instruction. This Topical Bibliography and Commentary reviews recent research on balanced instruction, concluding that combining phonics/basic skills with whole language into a balanced approach may permit more students to experience reading and writing success. (Contains 3 Internet addresses and 11 references.) (NKA)