On January 27, 2022, the Ontario Human Rights Commission (OHRC) released a report on its public inquiry entitled Right to Read inquiry report (R2R), compiled with the assistance of Linda Siegel and 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 R2R inquiry found that Ontario's education system is not fulfilling its obligations to meet students' right to read. Only about 5% of students should be reading below grade level if they are taught with science-based approaches and receive early screening and intervention. [7] However, in 2018–2019, 26% of all Ontario Grade 3 students and 53% 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. 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]
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. [16] [20] In the opinion of the report, what is required is evidence-based curriculum and instruction. [27]
Reading disabilities, such as Dyslexia, are the most common disabilities in schools. [31] They may affect academic achievement, [32] [33] employment, [34] family finances, [35] [36] homelessness, [37] involvement in crime, [38] [39] substance abuse [40] [37] , mental and physical health [44] , and more. Yet, these disabilities can be prevented for almost all students if the education system is functioning as it should. [47]
Teaching students foundational word-reading skills requires attention to early screening, professional assessments, curriculum and instruction, reading interventions, and appropriate accommodations. [1] [48]
The Ontario Human Rights Commission Right to Read inquiry report has been reviewed in the following journals:
The report has conclusions and recommendations in the following areas:
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. [56] 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. [57] The report says that teachers need to be trained in evidence-based instruction methods. It 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". [61]
The report recommends standardized evidence-based screening on foundational skills, focusing on word-reading accuracy and fluency. [64]
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] [65]
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] [66]
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] [67]
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] [68]
The report contains 157 recommendations. [69]
The OHRC released a 2-Year Update. [92] 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. [93]
{{cite journal}}: CS1 maint: DOI inactive as of August 2025 (link)
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