Right to Read OHRC Inquiry 

The inquiry found that by not using evidence-based approaches to teach students to read, Ontario’s public education system is failing students with reading disabilities such as dyslexia, and other students.

“Students are not just being denied an equal right to read – their future, and the generations that follow, could be impacted,” said OHRC Chief Commissioner Patricia DeGuire. “Learning to read is critical in building a life-long sense of personal empowerment. It fundamentally shapes how we learn, work and socialize; builds self-confidence; improves employment opportunities; and enhances physical, emotional, and mental well-being.”

Right to Read includes recommendations to the Ministry of Education, school boards and faculties of education on how to address systemic issues that affect the right to learn to read, including:

• Adopting a new Kindergarten Program and Grades 1 to 8 Language curriculum that features direct and systematic instruction in foundational reading skills, and preparing current and future teachers on evidence-based approaches to teaching students to read

• Screening every student, at least twice a year from Kindergarten to Grade 2, to identify students at risk for reading difficulties, using standardized, evidence-based screening tools

• Standardizing and providing stable funding for evidence-based reading interventions

• Making access to interventions equitable for all students

• Providing and supporting timely and effective accommodation, including greater access to evidence-based software and assistive technology

• Improving access to professional assessments and ensuring greater consistency and transparency in the assessment process

• Setting clear and consistent standards for school boards and mandating better data collection, analysis and reporting

• Improving communication with students and parents

• Working with experts in the science of reading to implement the OHRC’s recommendations.

The OHRC calls on all partners in Ontario’s education system to meet their responsibilities and legal duties under the Ontario Human Rights Code to remove barriers that limit students’ opportunities to learn and succeed. This work will require many partners to collaboratively implement system-wide changes. It will also require sufficient, stable and ongoing funding.

“Digging a Hole With a Fork”: Investigating Reading Difficulty in Manitoba: An Exploratory Case Study of Adults

Understanding the daily life and school experiences of adults in Manitoba can inform important structural and systemic priorities to better meet the needs of those with reading disabilities (RD). The research questions for this study were (a) how have adults with severe RD experienced school in Manitoba and (b) how has RD had an impact on their life experiences? Following a constructivist stance, this study employed a case study approach in which 11 Manitoba adults who self-identified or were diagnosed with RD participated in one-on-one semi-structured interviews. They expressed feelings of pain and the impact of unmet needs, as well as joy when feeling understood and embraced. The results suggest that a diagnosis of RD, especially earlier on, created a more defined self-image and acceptance of RD. Further, when the system of support provided tools, accommodations, and understanding, participants felt encouraged and optimistic. Schools were found to have an emotional impact and therefore have an important role to play. Some participants reported that diagnosis and advocacy were due to happenstance encounters or family influence. Community supports were found to be largely absent. Although those who were in post-secondary study typically found accommodations, only one participant reported utilizing a public disabilities organization for advocacy in the workplace or school. Individuals who moved towards self-actualization appeared to embrace diversity and challenges while at the same time developing strong compensation skills to work through problems caused by RD. Further, individuals who persistently worked towards personal goals had come to a more peaceful reconciliation of their struggles. A conceptual model was developed that identified the essential interaction of self-identity, community, and personal traits. Given the complexity and variety of experiences, community and school systems meant to support those with RD must coordinate efforts by learning more about RD and listening to their voices.

Citation: Bjornson, V. C. V. (2021). “Digging a Hole With a Fork”: Investigating Reading Difficulty in Manitoba: An Exploratory Case Study of Adults (Unpublished doctoral thesis). University of Calgary, Calgary, AB.