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BC's Ministry of Education and Child Care Screening Webinar - July 2026

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BC's Ministry of Education and Child Care Screening Webinar - July 2026

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Early Literacy Screening Webinar – Summer 2026

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After a universal screening assessment, how can K-6 educators translate the results into evidence-based instruction, targeted interventions, and improved rea…

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BC's Ministry of Education and Child Care Screening Webinar (slides) - July 2026

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BC's Ministry of Education and Child Care Screening Webinar (slides) - July 2026

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For older learners: graphic novel on how we learn to read

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For older learners: graphic novel on how we learn to read

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What happens in our brains when we read? It turns out, a lot. Reading is a complex process that involves multiple parts of the brain working together. Not everyone learns to read at the same pace, but all students can learn to read with instruction that is grounded in the science of reading.

This graphic booklet, designed for student and adult use, explains how we learn to read. It invites students to be partners in their learning--explaining how certain instructional methods can help them learn to read, and why becoming a strong reader is worth the work!

Written and illustrated by Daryl Seitchik, this graphic booklet was created in partnership with the Center for Cartoon Studies, Meredith Liben, and David Liben.

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How We Read: A Graphic Guide to Literacy

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What happens in our brains when we read? It turns out, a lot. Reading is a complex process that involves multiple parts of the brain working together. Not everyone learns to read at the same pace, but all students can learn to read with instruction that is grounded in the science of reading.

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Dr. Deb Glaser

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S2 E4: Next STEPS for Targeted Instruction with Dr. Deb Glaser

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This week, Kate chats with Dr. Deb Glaser about the second edition of Next STEPS for Literacy Instruction, co-authored with Dr. Susan Smartt. Kate and Deb unpack how to use valid and reliable assessments to shape effective literacy instructions, particularly through the Next STEPS framework: Set-up, Teach, Engage, Practice, and Show You Know.
Deb’s knowledge and experience in structured literacy is both broad and deep: she is the author of the Reading Teacher’s Top Ten Tools online course, Morpheme Magic, and Morphemes for Little Ones.
 
Show Notes:
The second edition of Next STEPS for Literacy Instruction is now available! ONlit.org has created a slide deck in both English and French to support schools, districts and boards to use this excellent text for a book study.
Small group instruction is a powerful tool to support stronger literacy outcomes. Deb mentioned the research of Dr. Barbara Foorman and Dr. Joe Torgesen - read more here.
 
IDA Ontario is a registered charity, and we depend on your donations to support our programs, including Reading Road Trip. Please consider donating to support this work. 

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The most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. By the year 2000, after decades of multidisciplinary research, the scientific community had achieved broad consensus regarding these questions: How do children learn to read? What causes reading difficulties? What are the essential components of effective reading instruction and why is each important? How can we prevent or reduce reading difficulties? Two decades later, hundreds of additional studies have refined and consolidated what we know about bolstering reading achievement, especially for students at risk.

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Why We Need to Teach Literacy Using Structured Literacy | ONlit.org

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Reading is one of the most essential skills a child can learn. It opens doors to knowledge, communication, and countless other opportunities. Yet, for far too

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The GIST (which stands for Generating Interactions between Schemata and Text protocol is a reading comprehension strategy designed to help readers identify main ideas by summarizing text into concise, 20-word (or fewer) statements. The protocol involves reading a passage, identifying the "5 Ws and H" (who, what, when, where, why, how), and drafting a brief summary, often using a template (like the one shown on this slide). This strategy can be used from K-12, with students in kindergarten/grade 1 participating orally, and students in upper primary grades diving deeper into incorporating joining words, prepositions, etc… into their gist statements.

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Lindsay | Teacher | Author of 7 Mighty Moves on Instagram: "Have you tried gist statements? After we read a book, we discuss the who/what happened/when/where/why. Then we verbally try out different ways to compose a sentence from the information. Students choose one they like and write it in their notebooks. Such a great activity! @thinksrsd"

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142 likes, 9 comments - lindsaykemeny on March 22, 2024: "Have you tried gist statements? After we read a book, we discuss the who/what happened/when/where/why. Then we verbally try out different ways to compose a sentence from the information. Students choose one they like and write it in their notebooks. Such a great activity! @thinksrsd". 

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View this post on Instagram

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The content in this publication was accurate at the time it was published, but it is not being updated. The item is provided for historical purposes only.​

TEACHING CHILDREN TO READ:
An Evidence-Based Assessment
of the Scientific Research Literature
on Reading and Its Implications
for Reading Instruction

Table of Contents

Acknowledgments

Members of the National Reading Panel

Introduction

Methodological Overview

Findings and Determinations of the National Reading Panel
by Topic Areas

Next Steps

Reflections

Addendum

Methodology: Processes Applied to the Selection, Review, and Analysis of Research Relevant to Reading Instruction

U.S. Department of Health and Human Services
Public Health Service
National Institutes of Health
National Institute of Child Health and Human Development
NIH Pub. No. 00-4769
April 2000

(Report of the National Reading Panel: Reports of the Subgroups provides complete and extensive descriptions of information presented in this Report.)

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Report of the National Reading Panel: Teaching Children to Read

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The content in this publication was accurate at the time it was published, but it is not being updated.

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Right to Read Report, Ontario Human Rights Commission (2019)

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Right to Read Report, Ontario Human Rights Commission (2019)

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On October 3, 2019, the Ontario Human Rights Commission (OHRC) announced a public inquiry into human rights issues that affect students with reading disabilities in Ontario's public education system. The Right to Read inquiry, which focused on early reading skills, found that Ontario's public education system is failing students with reading disabilities (such as dyslexia) and many others, by not using evidence-based approaches to teach them to read.

The Right to Read inquiry report highlights how learning to read is not a privilege but a basic and essential human right. The report includes 157 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. The report combines research, human rights expertise and lived experience of students, parents and educators to provide recommendations on curriculum and instruction, early screening, reading interventions, accommodation, professional assessments and systemic issues. Implementing the OHRC's recommendations will ensure more equitable opportunities and outcomes for students in Ontario's public education system.

More resources

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The Right to Read: Public inquiry into human rights issues affecting students with reading disabilities report calls for critical changes to Ontario's approach to early reading, in areas such as curriculum and instruction, screening, reading interventions, accommodations and professional assessments.

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Susan Brady: Phoneme Awareness: What We Now Know

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Oregon Response to Instruction & Intervention

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At this years conference, we focused on Evidence-Aligned Literacy Instruction for All. Session topics included: effective literacy instruction, school and district leadership, multilingual learners, dyslexia and special education, multi-tiered systems of support, and many more!

Thank you to all of our presenters, sponsors, and attendees for making this years annual conference a success. Access session materials by clicking the button below.
Note: presenters shared whatever materials they were willing and able to share, and not all presenters have permission to share all of their materials. If you can't find something you're looking for, please reach out to the presenter themself or for assistance.

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Annual Conference 2026 - Oregon Response to Instruction & Intervention

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At this years conference, we focused on Evidence-Aligned Literacy Instruction for All . Session topics included: effective literacy instruction, school and district leadership, multilingual learners, dyslexia and special education, multi-tiered systems of support, and many more! Thank you to all of our presenters, sponsors, and attendees for making this years annual conference a success.

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Podcast: Melissa & Lori Love Literacy, Matt Burns (2024)

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Podcast: Melissa & Lori Love Literacy, Matt Burns (2024)

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You can find every episode of Melissa & Lori Love Literacy right here on this page starting with the most recent episodes. You can even search below for any guests or topics you are interested in to find all the episodes you want to listen to!

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Melissa and Lori Love Literacy is a podcast for educators interested in learning more about the science of reading, knowledge building, and high-quality curriculum! Join Melissa and Lori as they tackle new ways of thinking about how to teach reading and writing. Guests include literacy researchers and experts, teachers and leaders, parents and advocates.

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Articulation of phonemes with gestures and mouth/tongue positioning

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Articulation of phonemes with gestures and mouth/tongue positioning

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Sounds American: where you improve your pronunciation.

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Well-structured content for people who want to learn American pronunciation. It's optimized for self-study, which means it's fun, simple, and very practical. We even have an IPA chart with a human face.

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Handwriting: Literacy LIFTER (Letter Identification & Formation for Transcription & Early Reading)

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Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading

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Statistical Learning, Letter Reversals, and Reading

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Reversal errors play a prominent role in theories of reading disability. We examined reversal errors in the writing of letters by 5–6-year-old children. Of the 130 children, 92 had a history of difficulty in producing speech sounds, a risk factor…

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following:

phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme,

labels for the sound wall displays, including the place and manner of articulation for consonants, and

grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

We have also provided printable version of the Individual Sound wall charts. You may choose to glue them into a file folder for each student or print them front/back to laminate. These may also be enlarged and printed as posters if your classroom space does not allow for the full UFLI Sound Wall displays.
Individual Sound Wall: Consonants Individual Sound Wall: Vowels

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Printable Resources | UF Literacy Institute

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following: phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme, labels for the sound wall displays, including the place and manner of articulation for consonants, and grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

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Progress Monitoring of Foundational Skills Development

Systematic assessment of foundational literacy knowledge and skills is delivered at the end of each book's foundational skills instruction, allowing for the continuous monitoring of word-reading development as necessary. This practice equips teachers with the data they need to make informed instructional decisions.

Progress Monitoring of Comprehension Development

Text-dependent questions are integrated into each book's close reading instruction, providing informal opportunities for oral assessment of students' developing comprehension skills and strategies, vocabulary, and reading-specific background knowledge. Monitoring the progress of students' developing comprehension skills provides insights that will inform decisions around instructional differentiation as necessary.

Formative Assessment of Foundational Skills and Comprehension Development

Located in the Foundational Skills Guide binders, formative assessments are designed to be delivered at each developmental milestone in Flyleaf's Scope & Sequences. Each formative assessment is made up of sub-tests that include assessments for nonsense word reading, real word reading, high-frequency word reading, passage reading, and comprehension. There are two formative assessments (A and B) at each milestone, allowing teachers to reassess students as necessary.

Analysis and Instructional Planning

Student Response Records, Error Analysis Sheets, and instructional planning guidance documents are offered to support teachers in analyzing data and making instructional decisions based on student development.

Progress Monitoring of Foundational Skills Development

Systematic assessment of foundational literacy skills is delivered at the end of each book's foundational skills instruction, allowing for the continuous monitoring of word-reading development as necessary. This practice equips teachers with the data they need to make informed instructional decisions.

Oral Reading Fluency Assessments

Consistent collection of oral reading fluency data allows for monitoring student progress in reading rate and accuracy, and can support in the identification of word-reading difficulties.

Progress Monitoring of Comprehension Development

Text-dependent questions are integrated into each book's close reading instruction, providing informal opportunities for oral assessment of students' developing comprehension skills and strategies, vocabulary, and reading-specific background knowledge. Monitoring the progress of students' developing comprehension skills provides insights that will inform decisions around instructional differentiation as necessary.

Formative Assessment of Foundational Skills and Comprehension Development

Located in the Foundational Skills Guide binders, formative assessments are designed to be delivered at each developmental milestone in Flyleaf's Scope & Sequences. Each formative assessment is made up of sub-tests that include assessments for nonsense word reading, real word reading, high-frequency word reading, passage reading, and comprehension. There are two formative assessments (A and B) at each milestone, allowing teachers to reassess students as necessary.

Analysis and Instructional Planning

Student Response Records, Error Analysis Sheets, and instructional planning guidance documents are offered to support teachers in analyzing data and making instructional decisions based on student development.

Progress Monitoring of Foundational Skills Development

Systematic assessment of foundational literacy skills is delivered at the end of each book's foundational skills instruction, allowing for the continuous monitoring of word-reading development as necessary. This practice equips teachers with the data they need to make informed instructional decisions.

Oral Reading Fluency Assessments

Consistent collection of oral reading fluency data allows for monitoring student progress in reading rate and accuracy, and can support in the identification of word-reading difficulties.

Progress Monitoring of Comprehension Development

Systematic criterion-referenced comprehension assessments for book-by-book progress monitoring are available at the end of each book's close reading instruction. These assessments can be delivered as students' ability to use comprehension strategies flexibly across diverse and more complex texts increases, and they become more developmentally prepared to demonstrate understanding through more formal written assessments.

Formative Assessment of Foundational Skills and Comprehension Development

Located in the Foundational Skills Guide binders, formative assessments are designed to be delivered at each developmental milestone in Flyleaf's Scope & Sequences. Each formative assessment is made up of sub-tests that include assessments for nonsense word reading, real word reading, high-frequency word reading, passage reading, and comprehension. There are two formative assessments (A and B) at each milestone, allowing teachers to reassess students as necessary.

Analysis and Instructional Planning

Student Response Records, Error Analysis Sheets, and instructional planning guidance documents are offered to support teachers in analyzing data and making instructional decisions based on student development.

Progress Monitoring of Foundational Skills Development

Systematic assessment of foundational literacy skills is delivered at the end of each book's foundational skills instruction, while spelling assessments are introduced to monitor the development of encoding skills, allowing for the continuous monitoring of word-reading and spelling development as necessary. This practice equips teachers with the data they need to make informed instructional decisions.

Oral Reading Fluency Assessments

Consistent collection of oral reading fluency data allows for monitoring student progress in reading rate and accuracy, and can support in the identification of word-reading difficulties.

Progress Monitoring of Comprehension Development

Systematic criterion-referenced comprehension assessments for book-by-book progress monitoring are available at the end of each book's close reading instruction. These assessments can be delivered as students' ability to use comprehension strategies flexibly across diverse and more complex texts increases, and they become more developmentally prepared to demonstrate understanding through more formal written assessments.

Formative Assessment of Foundational Skills and Comprehension Development

Located in the Foundational Skills Guide binders, formative assessments are designed to be delivered at each developmental milestone in Flyleaf's Scope & Sequences. Each formative assessment is made up of sub-tests that include assessments for nonsense word reading, real word reading, high-frequency word reading, passage reading, and comprehension. There are two formative assessments (A and B) at each milestone, allowing teachers to reassess students as necessary.

Analysis and Instructional Planning

Student Response Records, Error Analysis Sheets, and instructional planning guidance documents are offered to support teachers in analyzing data and making instructional decisions based on student development.

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Envision the possibilities when teachers are empowered by integrated, systematic, explicit, comprehensive foundational skills and close reading instruction and assessments - and students have access to beautiful, meaningful, and motivating texts that they can engage with independently.

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Wiley Blevins text on choosing decodable texts

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Wiley Blevins text on choosing decodable texts

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In this must-have follow-up to his landmark bestseller Phoni

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The power of decodables in learning to read

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In a recent webinar, Laura Stewart, Chief Academic Officer at 95 Percent Group, and Joni Maville, Director of Content Development, gave viewers a preview of 95 Decodable Duos™, an innovative new book series—developed to align with best practices in the science of reading and the scope and sequence of 95 Phonics Core Program®. In this post, excerpted from the webinar of the same name, Laura Stewart shares what decodable text is, why it is so important, what features make up a high quality, decodable text, and what some of the key studies and papers say about decodable text.

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Literacy Collaborative, K-4 Learning Progressions, Morphology and Spelling

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Literacy Collaborative, K-4 Learning Progressions, Morphology and Spelling

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Exploring the B.C. K–4 Foundational ELA Progressions - Part 3: Morphology and Spelling

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Literacy Collaborative recorded webinars on BC's K-4 Learning Progressions

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Literacy Collaborative recorded webinars on BC's K-4 Learning Progressions

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This series will explore each skill in the learning progressions, why it matters for student learning, effective instructional practices, and practical resou…

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.