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Draft:Right to Read inquiry report

  • Comment: This relies too heavily on primary sources. Theroadislong (talk) 18:12, 28 July 2025 (UTC)


For Intellectual freedom, see Intellectual freedom. For the short story by Richard Stallman, see The Right to Read.


Right to Read inquiry report

On January 27, 2022, the Ontario Human Rights Commission (OHRC) released a report on its public inquiry entitled Right to Read inquiry report, compiled with the assistance of Dr. Linda Siegel and Dr. Jamie Metsala. [1][2][3][4][5] It followed the unanimous decision of the Supreme Court of Canada, on November 9, 2012, recognizing that learning to read is not a privilege, but a basic and essential human right.[6] The inquiry found that Ontario's education system is not fulfilling its obligations to meet students' right to read. With science-based approaches to reading instruction, early screening, and intervention, we should see only about 5% of students reading below grade level.[7] However, in 2018–2019, 26% of all Ontario Grade 3 students and 53% of Grade 3 students with special education needs were not meeting the provincial standard.[8] In the Grade 3 English language system, 47% of First Nations, 39% of Métis, and 52% of Inuit students did not meet the provincial standard on the Grade 3 reading assessment. Students in the French-language system fared better.[9] In addition, the Toronto District School Board reported that some groups of students experience significantly lower achievement in reading (e.g., from "low socioeconomic status; Black, Latin American and Middle Eastern; the English-speaking Caribbean; with special education needs; male; and not sure of or questioning their sexual orientation").[10] This is similiar to what is experienced in the USA.[11]

The Ontario curriculum, at the time of the inquiry, encouraged the use of the three-cueing system and balanced literacy, which are ineffective because they teach children to "guess" the meaning of a word rather than sound it out.[17][21] In the opinion of the report, what is required is evidence-based curriculum and instruction.[28]

Overview

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Reading disabilities, such as Dyslexia, are the most common disabilities in schools.[32] They may affect academic achievement[33][34], employment[35], family finances[36][37], homelessness[38], involvement in crime[39][40], substance abuse[41][38], mental and physical health[46], and more. Yet, these disabilities can be prevented for almost all students if the education system is functioning as it should.[49]

Teaching students foundational word-reading skills requires attention to early screening, professional assessments, curriculum and instruction, reading interventions, and appropriate accommodations.[1][50]

Contents

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The following are the conclusions and recommendations of the report:

Curriculum and instruction

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The report says that the most effective way to teach all students to read words is through direct, explicit, and systematic instruction in foundational word-reading skills, including phonemic awareness and phonics.[51] The Ontario school system, at the time of the report, did not offer this; instead, it includes methods such as the three-cueing system and balanced literacy.[52] It says, teachers need to be trained in evidence-based instruction methods. The report concludes that Structured literacy is the most effective way to teach early reading. A meta analysis in 2024 reported that "Structured literacy programs, were especially superior over the long term, compared to balanced literacy, with a mean difference in effect sizes of .28". [56] [57]

Early screening

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The report recommends standardized evidence-based screening on foundational skills, focusing on word-reading accuracy and fluency.[60]

Reading interventions

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The report recommends that the education system should provide early and tiered, evidence-based interventions in kindergarten and the first or second grade, and these interventions need to be monitored and evaluated.[1][61]

Accomodations

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According to the report, "Schools must provide accommodations alongside evidence-based curriculum and intervention strategies." When instruction is systematic and explicit, and supplemented with evidence-based interventions, fewer students will need accommodations. However, when required, accommodations should be timely, effective, and supported.[1][62]

Assessments

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The report concluded that, with effective instruction, fewer students will require professional assessments. Furthermore, school boards should have clear, transparent, written criteria and processes for referring students with suspected reading disabilities, and these processes should be implemented in a timely manner. Professional assessments should also be available for all students, regardless of their parents' ability to pay.[1][63]

Systemic issues

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The report recommends that the Ministry of Education and school boards set standards and ensure consistency, monitoring, and accountability in the education system generally, and for students with disabilities.[1][64]

The report contains 157 recommendations.[65]

Reception

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The Minister of Education for Ontario responded to this report by saying the government is taking immediate action to create a plan that includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction, and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023."[66] The province's curriculum refers to the report. It specifies that the curriculum employs "evidence-based approaches" to systematically and explicitly teach students how to read.[67]

CBC News reported that some parents are eager to see changes.[68]

CBC's radio program, The Current, reported that some provinces may change their curriculum as a result of the report.[69]

The Ontario Psychological Association (OPA) responded to the report on April 30, 2022. [70][71] It agrees with the emphasis on providing scientific, evidence-based tier 1 and tier 2 reading instruction as this will prevent reading difficulties in later years, and may lead to a decrease in wait- time for those students who need an assessment. However, it raises some concerns about the suggestion that the Guidelines for Diagnosis and Assessment of Learning Disabilities be updated to align with DSM-5.

Several District School Boards responded by stating their intention to implement the report's recommendations.[72][73][74]

The University of Western Ontario (Western University) appears to gave a mixed review of the report. One unsigned response states, "the vast majority of children in Ontario are well-served by public education". It also states that there is no single, agreed-upon approach to support children who struggle with reading and that "systematic phonics should be one part of a repertoire of strategies." Furthermore, it objects to the removal of all references to "cueing systems" and suggests that a "balance of approaches" is the most effective way to teach reading. Nonetheless, it supports the inclusion of instruction in systematic phonics, together with instruction in oral language, reading comprehension, and writing. It also agrees with the report’s recommendation to "set up an assessment and intervention infrastructure".[75] In another posting from the Journal of Teaching and Learning, Dr. Perry Klein, PhD states that the criticism of the report is "misdirected." It goes on to say "The R2R Report moves Ontario into the 21st century by introducing a strong emphasis on research, a developmentally informed conception of learning disabilities, a focused approach to intervention, a valid and timely approach to assessment, and a contemporary framework for organizing inclusive literacy education".[76][77] Subsequently, Jim Cummins gave a rebuttal to that comment on June 16, 2023.[78] In yet another response, four members of The Western University’s Centre for the Science of Learning, University of Western Ontario, offered its support of all the recommendations in the report and states "we urge Ontario’s Ministry of Education to move quickly to implement the OHRC Right to Reading recommendations".[79]

The Learning Disabilities Association of Ontario[80] responded to the report, stating that it supports the majority of the recommendations on early reading and all of its recommendations on equity in the current system.[81]

PooranLaw, in Ontario, Canada, released a review of the report and its recommendations on April 12, 2022.[82]

The Manitoba Council of Reading Clinicians gave its response to the report on JULY 4, 2023.[83]

The Ontario teachers' perceptions of implementing the report's recommendations were revealed in an article in MDPI (Multidisciplinary Digital Publishing Institute).[84] The discussion points involved professional development, barriers, facilitators and ease of implementation. In particular, some teachers felt "overwhelmed and betrayed by the education sector" because they were trained in delivering a balanced literacy approach and their materials and curriculum are aligned to that approach. As a result, some are concerned about the professsional development they will need to make the transition,and the new resources they will need. There was also a perceived barrier in some teacher's beliefs; specifically a "reluctance to change and not seeing the value of a structured literacy approach". Another significant concern was with the number of current students who need extra support that has "overwhelmed the system".

The Canadian Journal of Disability Studies published two articles about the report. One of them, by Christine Caughill, attempts "to question the dominant narrative about dyslexia and disability ... and to question the power of science and medicine as the definitive perspectives on dyslexia and disability".[85] The other one, by Natalie D.Riediger PhD, attempts to address the "misinterpretations made by Caughill" and to give more context to the discussion.[86].

Progress since the release of the report

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The OHRC released a 2-Year Update.[87] It reviews the status of recommendations and rates them on a scale of 1-10 according to the following:

Benchmark 1: Curriculum and Instruction, Benchmark 2: Universal Screening, Benchmark 3: Reading Interventions, Benchmark 4: Accommodations, Benchmark 5: Professional Assessments, and Addressing Systemic Issues

The Ontario Department of Education posted an online guide for 2020-2025 entitled Effective early reading instruction: a guide for teachers that includes examples of systematic and explicit instructional strategies in the areas of phonological awareness, phonemic awareness, alphabet knowledge, phonics, and word study.[88]

References

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  1. ^ a b c d e f g h i j "Right to Read inquiry report, Executive summary". January 27, 2022.
  2. ^ "Right to read, what's standing in the way of fixing early reading". March 18, 2022.
  3. ^ a b Full report, Right to read report (PDF). Ontario Human Rights Commission. January 27, 2022. ISBN 978-1-4868-5834-7.
  4. ^ "Dr Jamie Metsala, MSVU".
  5. ^ "Public inquiry into human rights issues affecting students with reading disabilities, Childcare Resource and Research Unit". Feb 27, 2022.
  6. ^ "Moore v. British Columbia (Education)". November 9, 2012.
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  8. ^ "Primary and Junior Assessments Ontario Secondary School Literacy Test, EQAO" (PDF). 2019.
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  13. ^ Timothy Shanahan, Reading Rockets (2019-04-01). "Is It a Good Idea to Teach the Three Cueing Systems in Reading".
  14. ^ "Three-Cueing and the Law, Timothy Shanahan". November 16, 2024.
  15. ^ Mark Seidenberg (2017). Language at the speed of light. Basic Books. pp. 300–304. ISBN 978-0-465-08065-6.
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  17. ^ Sources:[12][13][14][15][16]
  18. ^ Gibson, Kenny; Hall, Julie Anne; Angrum, Cartessia (April 14, 2021). "Structured Literacy vs Balanced Literacy, Mississippi Department of Education" (PDF).
  19. ^ Lorimor-Easley, Nina A.; Reed, Deborah K. (April 9, 2019). "An Explanation of Structured Literacy, and a Comparison to Balanced Literacy, The University of Iowa".
  20. ^ Caitlyn Schreck (2023). "Throwing the Baby Out with the Bathwater: What Should Remain from Balanced Literacy". Texas Journal of Literacy Education. 10 (2). ISSN 2374-7404.
  21. ^ Sources:[18][19][20]
  22. ^ "National Reading Panel, NIH.gov" (PDF).
  23. ^ "What Is Evidence-Based Reading Instruction and How Do You Know It When You See It?, U.S. Department of Education, March 2012" (PDF). Archived (PDF) from the original on 2021-02-02. Retrieved 2021-01-28.
  24. ^ "Reading and the Brain, LD at school, Canada". 15 May 2015.
  25. ^ Suárez, N.; Sánchez, C. R.; Jiménez, J. E.; Anguera, M. T. (2018). "Is Reading Instruction Evidence-Based?, Frontiers in psychology, 2018-02-01". Frontiers in Psychology. 9: 7. doi:10.3389/fpsyg.2018.00007. PMC 5800299. PMID 29449818.
  26. ^ "Evidence based practices in schools, Reading Rockets". 12 January 2013. Archived from the original on 2 February 2021. Retrieved 28 January 2021.
  27. ^ Schwartz, Sarah (4 December 2019). "The Most Popular Reading Programs Aren't Backed by Science, EdWeek". Education Week. Archived from the original on 22 January 2021. Retrieved 28 January 2021.
  28. ^ Sources:[22][3][23][24][25][26][27]
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  34. ^ Partanen, M; Siegel, L. S. (2014). "Long-term outcome of the early identification and intervention of reading disabilities". Reading and Writing: An Interdisciplinary Journal. 27 (27(4), 665–684): 665–684. doi:10.1007/s11145-013-9472-1.
  35. ^ Joost de Beer, Josephine Engels, Yvonne Heerkens & Jac van der Klink (January 24, 2014). "Factors influencing work participation of adults with developmental dyslexia: a systematic review". BMC Public Health. 14 (14) 77. doi:10.1186/1471-2458-14-77. PMC 3913008. PMID 24460949.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  36. ^ "Learning Disabilities in Canada: Economic Costs to Individuals, Families and Society, income, The Roeher Institute" (PDF). 2007.
  37. ^ Heisz, Andrew; Notten, Geranda; Situ, Jerry (February 24, 2016). "The association between skills and low income, Statistics Canada" (PDF). ISSN 2291-0840.{{cite web}}: CS1 maint: date and year (link)
  38. ^ a b c Patterson ML, Moniruzzaman A, Frankish CJ (2012). "Missed opportunities: childhood learning disabilities as early indicators of risk among homeless adults with mental illness in Vancouver, British Columbia". BMJ Open. 2 (6): e001586. doi:10.1136/bmjopen-2012-001586. PMC 3533004. PMID 23175737.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  39. ^ Lindgren, May; Jensen, Jimmy; Dalteg, Arne (November 5, 2010). "Dyslexia and AD/HD among Swedish Prison Inmates". Journal of Scandinavian Studies in Criminology and Crime Prevention. 3 (1): 84–95. doi:10.1080/140438502762467227.
  40. ^ Metsala, Jamie; David, Margaret; Brown, Sarah (February 14, 2017). "An Examination of Reading Skills and Reading Outcomes for Youth Involved in a Crime Prevention Program". Reading & Writing Quarterly. 33 (6): 549–562. doi:10.1080/10573569.2016.1268081.
  41. ^ Beitchman, Joseph H.; Wilson, Wilson (2001). "Substance Use Disorders in Young Adults With and Without LD: Predictive and Concurrent Relationships". Journal of Learning Disabilities. 34 (4): 317–332. doi:10.1177/002221940103400407. PMID 15503576.
  42. ^ Esme Fuller-Thomson, Samara Z Carroll, Wook Yang (2018). "Suicide Attempts Among Individuals With Specific Learning Disorders: An Underrecognized Issue". Journal of Learning Disabilities. 51 (3): 283–292. doi:10.1177/0022219417714776. PMID 28635417.{{cite journal}}: CS1 maint: multiple names: authors list (link)
  43. ^ Stephanie S Daniel (2006). "Suicidality, school dropout, and reading problems among adolescents". Journal of Learning Disabilities. 39 (6): 507–514. doi:10.1177/00222194060390060301. PMID 17165618.
  44. ^ Willcutt, Erik G.; Pennington, Bruce F. (2000). "Comorbidity of Reading Disability and Attention-Deficit/ Hyperactivity Disorder: Differences by Gender and Subtype". Journal of Learning Disabilities. 33 (2): 179–191. doi:10.1177/002221940003300206. PMID 15505947.
  45. ^ Enkeleda Sako (2016-04-30). "The Emotional and Social Effects of Dyslexia, European Journal of Interdisciplinary Studies". European Journal of Interdisciplinary Studies. 2 (2). doi:10.26417/ejis.v2i2.p233-241.
  46. ^ Sources:[42][43][44][45][38]
  47. ^ Joseph K. Torgesen (2004). "The Evidence That Early Intervention Prevents Reading Failure, The American Federation of Teachers". Archived from the original on 2023-11-01. Retrieved 2023-10-04.
  48. ^ Keith E Stanovich (1986). "Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy". Reading Research Quarterly. 21 (21(4):360-407): 360–407. doi:10.1598/RRQ.21.4.1 (inactive 3 August 2025).{{cite journal}}: CS1 maint: DOI inactive as of August 2025 (link)
  49. ^ Sources:[47][1][48]
  50. ^ Partanen, M; Siegel, L. S. (2014). "Long-term outcome of the early identification and intervention of reading disabilities". Reading and Writing: An Interdisciplinary Journal. 27 (27(4), 665–684): 665–684. doi:10.1007/s11145-013-9472-1.
  51. ^ Jim Rose (2009). "Independent Review of the Primary Curriculum: Final Report, gov.uk" (PDF).
  52. ^ "The Ontario Curriculum, Ontario Government" (PDF). 2006.
  53. ^ Hansford, Nathaniel; Dueker, Scott; Garforth, Kathryn; Grande, Jill D. (2024). "Structured Literacy Compared to Balanced Literacy: A meta analysis". Research Gate. doi:10.17605/OSF.IO/K7Y4C.
  54. ^ "What Is Structured Literacy, International Dyslexia Association". 2016.
  55. ^ "Structured Literacy, An Introductory Guide, International Dyslexia Association" (PDF). 2019.
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  57. ^ "Structured Literacy Compared to Balanced Literacy A meta-analysis, ResearchGate". 2024.
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  61. ^ "Strengthening Elementary Reading Instruction, National Council on Teacher Quality" (PDF). 2023.
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  63. ^ "Policy on accessible education for students with disabilities, OHRC". 2018.
  64. ^ Donna Quan, Ministry of Education (2017). "Unlocking Student Potential Through Data, Ministry of Education" (PDF).
  65. ^ "Executive summary, Right to Read, Public inquiry into human rights issues affecting students with reading disabilities, Ontario Human Rights Commission" (PDF). January 27, 2022.
  66. ^ "The Ministry of Education thanks the Ontario Human Rights Commission for its Right to Read Inquiry report" (PDF). March 11, 2022. Archived (PDF) from the original on 2022-10-09.
  67. ^ "Principles Underlying the Language Curriculum, Ontario Department of Education".
  68. ^ "Why some parents are eager for changes to Ontario's early reading curriculum, CBC News". March 14, 2022.
  69. ^ Catherine Zhu (September 6, 2024). "Low literacy rates in Canada prompt reading curriculum changes, CBC The Current".
  70. ^ "Ontario Psychological Association".
  71. ^ Richard Morrison, CEO, Ontario Psychological Association (April 30, 2022). "Response to the Ontario Human Rights Commission (OHRC) Right to Read Enquiry Report by the Ontario Psychological Association (OPA)" (PDF).{{cite web}}: CS1 maint: multiple names: authors list (link)
  72. ^ "The Keewatin Patricia District School Board thanks the Ontario Human Rights Commission" (PDF). April 4, 2022.
  73. ^ John Bryant, HWDSB (April 22, 2022). "Hamilton-Wentworth District School Board (HWDSB) appreciates the opportunity to respond to The Ontario Human Rights Commission (OHRC) Right to Read public inquiry" (PDF).
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  76. ^ "Dr. Perry Klein, PhD".
  77. ^ Perry Klein (February 13, 2023). "Response to Cummins: The OHRC Right to Read Report will Move Ontario into the 21st Century". Journal of Teaching and Learning. 16 (3): 96–108. doi:10.22329/jtl.v16i3.7495.
  78. ^ "Right to Read Implies Opportunity to Read: A Contribution to the Ongoing Dialogue Concerning the Ontario Human Rights Commission Right to Read Report". Journal of Teaching and Learning. 17 (1): 129–144. June 16, 2023. doi:10.22329/jtl.v17i1.7950.
  79. ^ Ansari, Daniel; Archibald, Lisa; Joanisse, Marc; Klein, Perry. "Response to the Ontario Human Rights Commission's Right-to-Read Inquiry Report By Members of the Centre for the Science of Learning, Western University" (PDF).
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  81. ^ "Learning Disabilities Association of Ontario Response to OHRC Right to Read Report, March 2022" (PDF).
  82. ^ "Read Public Inquiry Report, POORANLAW". April 12, 2022.
  83. ^ "MCRC Response to OHRC Right to Read Inquiry Report, Manitoba Council of Reading Clinicians". July 4, 2023.
  84. ^ Friesen, Deanna C.; Hennessy, Abagail (July 21, 2024). "Teachers' Perceptions of Implementing Ontario's Right to Read Report's Recommendations, Multidisciplinary Digital Publishing Institute". (Multidisciplinary Digital Publishing Institute). 14 (7): 791. doi:10.3390/educsci14070791.
  85. ^ Christine Caughill (April 22, 2024). "Managing the Problem of Dyslexia: A Review of the Ontario Human Rights Commission Report of The Right to Read Inquiry, Canadian Journal of Disability Studies". Canadian Journal of Disability Studies. 13 (1). doi:10.15353/cjds.v13i1.1075.
  86. ^ Natalie D. Riediger (2024). "The Ontario Right to Read Inquiry and the Social Model of Disability". Canadian Journal of Disability Studies. 13 (3). doi:10.15353/cjds.v13i3.1171.
  87. ^ "2 Year Update, Right to Read Inquiry Report, OHRC".
  88. ^ "Effective early reading instruction: a guide for teachers, Ontario Canada, 2020-2025".

See also

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Category:Writing systems Category:Orthography Category:Applied linguistics Category:Psycholinguistics Category:Educational psychology

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