For years, educational practitioners and decision-makers have encouraged teachers to implement a balanced literacy approach in class. However, the effects of balanced literacy on the reading comprehension of students from different backgrounds have not been carefully examined in the current literature. Using the large data sets from the 2016 International Reading Literacy Study (PIRLS), this study examines the effects of balanced literacy on the performance in getting direct information and interpreting skills of native-English speakers and English Language Learners (ELLs). This study indicates that teacher-directed activities benefited 4th-grade native-English speakers and ELLs’ reading outcomes in getting direct information and interpreting skills. However, the other components of balanced literacy, including student-centered instructions and independent learning activities, could not contribute to 4th-grade students’ reading performance in getting direct information and interpreting skills.