The Right to Read: Ontario's Critical Call for Evidence-Based Reading Instruction
Call for Evidence-Based Reading Instruction
8/22/20252 min read
The Right to Read: Ontario's Critical Call for Evidence-Based Reading Instruction
Source: Ontario Human Rights Commission. (2022). Right to Read: Public inquiry into human rights issues affecting students with reading disabilities - Executive Summary. Ontario Human Rights Commission.
What is the Right to Read Inquiry?
In 2019, the Ontario Human Rights Commission (OHRC) launched a groundbreaking public inquiry into reading disabilities and dyslexia support in Ontario's education system. This first-of-its-kind investigation in Canada examined how well Ontario schools are meeting students' fundamental right to read.
Key Findings: Ontario is Failing Students
Alarming Statistics
26% of Grade 3 students failed to meet provincial reading standards in 2018-2019
53% of Grade 3 students with special education needs were not meeting reading standards
Only 8.5% of students with IEPs achieved reading standards without assistive technology
44% of Grade 3 students and 42% of Grade 6 students reported they don't like to read
The Science of Reading vs. Current Practice
What Research Shows Works:
Structured literacy with explicit, systematic phonics instruction
Phonemic awareness training from Kindergarten
Evidence-based interventions starting in early grades
Universal screening twice yearly from Kindergarten to Grade 2
What Ontario Currently Uses:
Three-cueing system (guessing words from context)
Balanced literacy approaches
Whole language philosophy
Delayed intervention until Grade 3 or later
Critical Issues Identified
1. Ineffective Curriculum and Instruction
Ontario's Language curriculum emphasizes cueing systems over phonics instruction
Teachers receive inadequate training in science-based reading methods
Evidence-based reading programs are rarely implemented consistently
2. Inadequate Early Screening
No universal screening for reading difficulties
Students' reading disabilities often go undetected until Grade 3 or later
Critical early intervention window missed for most struggling readers
3. Limited Access to Interventions
Reading interventions typically unavailable until Grade 4 or later
Most programs lack systematic phonics instruction
Demand far exceeds available intervention spots
4. Accommodation Challenges
Assistive technology often substituted for proper reading instruction
Inconsistent implementation of reading accommodations
Students require advocacy to access supports
5. Professional Assessment Barriers
Long wait times for psychoeducational assessments
Dyslexia diagnosis criteria outdated and inconsistent
Private assessments create two-tiered system
Impact on Vulnerable Student Populations
The report highlights disproportionate effects on:
Indigenous students (First Nations, Métis, Inuit)
Racialized students and newcomers
Multilingual learners
Students from low-income families
Students with multiple disabilities
Life-Long Consequences of Reading Failure
Students who don't learn to read face:
Academic underachievement and higher dropout rates
Mental health challenges including anxiety and depression
Limited post-secondary opportunities
Employment difficulties and lower lifetime earnings
Higher rates of involvement with justice system
The Path Forward: 157 Recommendations
Immediate Priorities:
Revise curriculum to mandate explicit phonics instruction
Implement universal early screening programs
Provide evidence-based teacher training
Ensure access to structured literacy interventions
Improve accommodation processes
Update learning disability identification criteria
Systemic Changes Needed:
Standardized provincial approaches to reading instruction
Consistent data collection on student reading progress
Stable funding for evidence-based programs
Professional development aligned with reading science
Family communication and transparency improvements
Why This Matters for Leeds and Grenville Families
This report validates what many parents and educators already know: traditional teaching methods are failing too many children. The inquiry's findings support the need for:
Specialized reading programs like those offered at literacy centers
Early identification and intervention services
Evidence-based instruction in phonemic awareness and phonics
Family advocacy for appropriate educational supports
Key Takeaways for Parents
✅ Reading difficulties are preventable with proper instruction ✅ Early intervention (ages 4-7) is most effective ✅ Systematic phonics instruction works for all learners ✅ Professional support shouldn't require lengthy wait times ✅ Dyslexia is a recognized learning difference requiring specific approaches
This summary is based on the Ontario Human Rights Commission's "Right to Read" Executive Summary, published in February 2022. The full report contains 157 detailed recommendations for transforming Ontario's approach to reading instruction and supporting students with reading disabilities.
For families seeking evidence-based reading support in Leeds and Grenville, contact Curran Reading Corner to learn about our structured literacy programs aligned with the science of reading.