The Ontario Human Rights Commission's (OHCR) "Right to Read Report" calls for school districts to implement early literacy interventions that have been scientifically proven to be effective for young children with reading difficulties. The acknowledgment of early intervention as an essential service for young children experiencing…

Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…

The What Works Clearinghouse (WWC) released a report that applies two methodological approaches new to the WWC that together aim to improve researchers' understanding of how early literacy interventions may work to improve outcomes for students in grades K-3. First, this report pilots a new taxonomy developed by early literacy experts and…

Background: The purpose of this study was to examine the effects of Structured Word Inquiry (SWI; an orthography intervention with a focus on morphology and how morphology interrelates with phonology and etymology) and Simplicity intervention (a novel phonics intervention) on the reading and spelling skills of persistently poor Grade 3 readers.…

Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the…

Upon entering high school, students with ID who may be able to read simple texts often have difficulty grasping meaning when required to understand more complex texts. This failure affects their overall academic performance, since at this age, it is no longer just a question of learning to read, but rather of reading to learn, in all disciplines.…

Literacy skills are the cornerstones of student learning and achievement. Now more than ever, educators are expected to produce quantitative data that demonstrates a high level of literacy success. Simultaneously, teachers are encountering a diverse student population that requires greater differentiation in instructional strategies. This research…

While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2…