From: Right to Read inquiry report
To assess Ontario’s performance on its approach to reading disabilities, the OHRC obtained documents, data and information from a variety of sources using several different methods.
The OHRC worked with its expert to select a representative sample[23] of eight Ontario English-language public school boards:
From: Right to Read inquiry report
Warning: This section deals with topics that may cause trauma to some readers. It includes references to bullying, emotional and physical abuse, mental health challenges, self-harm and suicide. Please engage in self-care as you read this material. There are many resources available if you require additional support, including on the OHRC website under List of supports.
From: Right to Read inquiry report
As discussed in section 8, Curriculum and instruction, the Ontario curriculum should incorporate a universal approach to reading instruction that includes systematic, explicit instruction in foundational word-reading skills. Schools should supplement this universal approach with evidence-based reading interventions (discussed in section 10, Reading interventions), for students who require more support to learn to read.
From: Right to Read inquiry report
As well as examining the five issues identified in the inquiry’s terms of reference, the inquiry identified several other systemic issues that negatively affect Ontario students’ right to read. These have a negative effect on the quality of education services for students with disabilities, students from marginalized groups, and students who experience intersecting forms of disadvantage.
