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Draft:Right to Read inquiry report

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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 expert assistance of Dr. Linda Siegel and Dr. Jamie Metsala.[1][2][3] 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.[4] 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. 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. First Nations, Métis and Inuit students present their unique challenges. The Ontario curriculum encourages 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. The problem is even greater than it appears because of the use of accommodations to support students. What is required is evidence-based curriculum and instruction.

Overview

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Reading disabilities, such as Dyslexia, are the most common disabilities in schools. They may affect academic achievement, employment, family finances, income, homelessness, involvement in crime, substance abuse, mental and physical health, and more. Yet, these disabilities can be prevented for almost all students if the education system is functioning as it should.

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

Curriculum and instruction

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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. Unfortunately, the system at the time of the report does not offer this, and instead, it includes methods such as the three-cueing system and balanced literacy. Teachers need to be trained in evidence-based instruction methods. Structured literacy is considered to be the most effective way to teach early reading.

Early screening

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

Reading interventions

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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.

Accomodations

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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.

Assessments

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With effective instruction, fewer students will require professional assessments. 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. They should also be available for all students, regardless of their parents' ability to pay.

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.

The report contains 157 recommendations.[5]

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."[6]

The Ontario Psychological Association (OPA) responded to the report on April 30, 2022. [7][8] 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.

The Keewatin-Patricia District School Board responded by stating that "it is committed to implementing the recommendations of the OHRC's Right to Read Report".[9]

The Hamilton-Wentworth District School Board responded by stating its staff "are committed to working collaboratively with the Ministry of Education to implement critical changes that are recommended in the Right to Read inquiry report".[10]

The University of Western Ontario (Western University) gave a mixed review of the report. [11] It states, "the vast majority of children in Ontario are well-served by public education", citing the PISA study, yet not acknowledging its many critics.[12][13] 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".

References

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  1. ^ "Right to Read inquiry report". January 27, 2022.
  2. ^ "Right to read, what's standing in the way of fixing early reading". March 18, 2022.
  3. ^ "Dr Jamie Metsala, MSVU".
  4. ^ "Moore v. British Columbia (Education)". November 9, 2012.,
  5. ^ "Executive summary, Right to Read, Public inquiry into human rights issues affecting students with reading disabilities, Ontario Human Rights Commission" (PDF). January 27, 2022.
  6. ^ "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.
  7. ^ "Ontario Psychological Association".
  8. ^ 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)
  9. ^ "The Keewatin Patricia District School Board thanks the Ontario Human Rights Commission" (PDF). April 4, 2022.
  10. ^ 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).
  11. ^ "Response to OHRC 'Right to Read' Report" (PDF).
  12. ^ Zhao, Y. (2020). "Two decades of havoc: A synthesis of criticism against PISA, J Educ Change 21, 245–266". Journal of Educational Change. doi:10.1007/s10833-019-09367-x.
  13. ^ Montserrat Gomendio; José Ignacio Wert (2023). Dire Straits: Education Reforms, Ideology, Vested Interests and Evidence. doi:10.11647/OBP.0332. ISBN 978-1-80064-930-9. S2CID 256890161.

See also

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

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