ror.org/02grkyz14
Abstracts
Abstract
In the April 2022 issue of the Journal of Teaching and Learning, Dr. Jim Cummins responded to the Ontario Human Rights Commission (2022a, 2022b) report on the Right to Read: Public Inquiry into Human Rights Issues Affecting Students with Reading Disabilities. He expressed several views on literacy education that are moderate and consistent with research. However, his very critical appraisal of the report is misdirected. The first section of the present article documents several recommendations and positions that Cummins attributes to the report but that it does not actually contain. The second section identifies five ways in which this report will bring Ontario’s special education policy into the 21st century, which Cummins has missed. The Right to Read report provides a paradigm for special education that Ontario should now apply to additional domains such as mathematics and social and emotional learning.
Download the article in PDF to read it. Download
Appendices
Bibliography
- Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67(4), 461–502. https://doi.org/10.3102/00346543067004461Google Scholar Search this bibliographic reference on Google Scholar
- Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Brookes.Google Scholar Search this bibliographic reference on Google Scholar
- Anders, J., Has, S., Jerrim, J., Shure, N., & Zieger, L. (2021). Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability, 33(1), 229–249. https://doi.org/10.1007/s11092-020-09329-5Google Scholar Search this bibliographic reference on Google Scholar
- Bogaerds-Hazenberg, S. T., Evers-Vermeul, J., & Bergh, H. van den (2021). A meta‐analysis on the effects of text structure instruction on reading comprehension in the upper elementary grades. Reading Research Quarterly, 56(3), 435–462. https://doi.org/10.1002/rrq.311Google Scholar Search this bibliographic reference on Google Scholar
- Bowers, J. S. (2020). Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction. Educational Psychology Review, 32(3), 681–705. https://doi.org/10.1007/s10648-019-09515-yGoogle Scholar Search this bibliographic reference on Google Scholar
- Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301(5899), 419–421. https://doi.org/10.1038/301419a0Google Scholar Search this bibliographic reference on Google Scholar
- Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 375–388. https://doi.org/10.2307/747676Google Scholar Search this bibliographic reference on Google Scholar
- Byrne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational psychology, 81(3), 313–321. https://doi.org/10.1037/0022-0663.81.3.313Google Scholar Search this bibliographic reference on Google Scholar
- Carlson, E., Jenkins, F., Li, T., & Brownell, M. (2013). The interactions of vocabulary, phonemic awareness, decoding, and reading comprehension. The Journal of Educational Research, 106(2), 120–131. https://doi.org/10.1080/00220671.2012.687791Google Scholar Search this bibliographic reference on Google Scholar
- Clayton, F. J., West, G., Sears, C., Hulme, C., & Lervåg, A. (2020). A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development. Scientific Studies of Reading, 24(2), 91–107. https://doi.org/10.1080/10888438.2019.1622546Google Scholar Search this bibliographic reference on Google Scholar
- Christensen, C. A., & Bowey, J. A. (2005). The efficacy of orthographic rime, grapheme–phoneme correspondence, and implicit phonics approaches to teaching decoding skills. Scientific Studies of Reading, 9(4), 327–349. https://doi.org/10.1207/s1532799xssr0904_1Google Scholar Search this bibliographic reference on Google Scholar
- Cummins, J. (2022). Ontario Human Rights Commission Right to Read Report: Sincere, passionate, flawed. Journal of Teaching and Learning, 16(1), 85–92. https://doi.org/10.22329/jtl.v16i1.7279Google Scholar Search this bibliographic reference on Google Scholar
- Cunningham, A. J., & Carroll, J. M. (2015). Early predictors of phonological and morphological awareness and the link with reading: Evidence from children with different patterns of early deficit. Applied psycholinguistics, 36(3), 509–531. https://doi.org/10.1017/S0142716413000295Google Scholar Search this bibliographic reference on Google Scholar
- Devonshire, V., Morris, P., & Fluck, M. (2013). Spelling and reading development: The effect of teaching children multiple levels of representation in their orthography. Learning and Instruction, 25, 85–94. https://doi.org/10.1016/j.learninstruc.2012.11.007Google Scholar Search this bibliographic reference on Google Scholar
- Double, K. S., McGrane, J. A., Stiff, J. C., & Hopfenbeck, T. N. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(6), 1220–1234. https://doi.org/10.1002/berj.3559Google Scholar Search this bibliographic reference on Google Scholar
- Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393–447. https://doi.org/10.3102/00346543071003393Google Scholar Search this bibliographic reference on Google Scholar
- Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub‐Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta‐analysis. Reading Research Quarterly, 36(3), 250–287. https://doi.org/10.1598/RRQ.36.3.2Google Scholar Search this bibliographic reference on Google Scholar
- Ehri, L. C., & Robbins, C. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27(1), 12–26. https://doi.org/10.2307/747831Google Scholar Search this bibliographic reference on Google Scholar
- Fletcher, J. M., Savage, R., & Vaughn, S. (2021). A commentary on Bowers (2020) and the role of phonics instruction in reading. Educational Psychology Review, 33(3), 1249–1274. https://doi.org/10.1007/s10648-020-09580-8Google Scholar Search this bibliographic reference on Google Scholar
- Follmer, D. J. (2018). Executive function and reading comprehension: A meta-analytic review. Educational Psychologist, 53(1), 42–60. https://books.google.ca/books?id=cwGrCQAAQBAJGoogle Scholar Search this bibliographic reference on Google Scholar
- Fountas, I., & Pinnell, G. S. (1999). Matching books to readers: Using leveled books in guided reading, K–3. Heinemann.Google Scholar Search this bibliographic reference on Google Scholar
- Fountas, I. C., & Pinnell, G. S. (2012–13). Guided reading: The romance and the reality. Reading Teacher,66, 268–284. https://doi.org/10.1002/TRTR.01123Google Scholar Search this bibliographic reference on Google Scholar
- García, J. R., & Cain, K. (2014). Decoding and reading comprehension: A meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English. Review of Educational Research, 84(1), 74–111. https://doi.org/10.3102/0034654313499616Google Scholar Search this bibliographic reference on Google Scholar
- Gray, A. M., Sirinides, P. M., Fink, R. E., & Bowden, A. B. (2022). Integrating literacy and science instruction in kindergarten: Results from the efficacy study of Zoology One. Journal of Research on Educational Effectiveness, 15(1), 1–27.Google Scholar Search this bibliographic reference on Google Scholar
- Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629. https://psycnet.apa.org/doi/10.1037/edu0000082Google Scholar Search this bibliographic reference on Google Scholar
- Hjetland, H. N., Lervåg, A., Lyster, S.-A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751–763. https://doi.org/10.1037/edu0000321Google Scholar Search this bibliographic reference on Google Scholar
- Johnston, R. S., McGeown, S., & Watson, J. E. (2012). Long-term effects of synthetic versus analytic phonics teaching on the reading and spelling ability of 10 year old boys and girls. Reading and Writing, 25(6), 1365–1384. https://doi.org/10.1007/s11145-011-9323-xGoogle Scholar Search this bibliographic reference on Google Scholar
- Kavale, K. A., & Forness, S. R. (1987). Substance over style: Assessing the efficacy of modality testing and teaching. Exceptional Children, 54(3), 228–239. https://doi.org/10.1177/001440298705400305Google Scholar Search this bibliographic reference on Google Scholar
- Kearns, D. M. (2020). Does English have useful syllable division patterns? Reading Research Quarterly, 55, S145–S160. https://doi.org/10.1002/rrq.342Google Scholar Search this bibliographic reference on Google Scholar
- Kim, Y. S. G. (2020a). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667–684. https://psycnet.apa.org/doi/10.1037/edu0000407Google Scholar Search this bibliographic reference on Google Scholar
- Kim, Y. S. G. (2020b). Structural relations of language and cognitive skills, and topic knowledge to written composition: A test of the direct and indirect effects model of writing. British Journal of Educational Psychology, 90(4), 910–932. https://doi.org/10.1111/bjep.12330Google Scholar Search this bibliographic reference on Google Scholar
- Kim, Y.-S. G., & Graham, S. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition. Journal of Educational Psychology, 114(2), 215–238. https://psycnet.apa.org/doi/10.1037/edu0000564Google Scholar Search this bibliographic reference on Google Scholar
- Kim, Y.-S. G., Quinn, J. M., & Petscher, Y. (2021). What is text reading fluency and is it a predictor or an outcome of reading comprehension? A longitudinal investigation. Developmental Psychology, 57(5), 718–732. https://psycnet.apa.org/doi/10.1037/dev0001167Google Scholar Search this bibliographic reference on Google Scholar
- Knight, E., Blacher, J., & Eisenhower, A. (2019). Predicting reading comprehension in young children with autism spectrum disorder. School Psychology, 34(2), 168–177. https://doi.org/10.1037/spq0000277Google Scholar Search this bibliographic reference on Google Scholar
- Law, J. M. & Ghesquière, P. (2017) Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, 47–59. https://doi.org/10.1016/j.ridd.2017.05.003Google Scholar Search this bibliographic reference on Google Scholar
- Levy, B. A., & Lysynchuk, L. (1997). Beginning word recognition: Benefits of training by segmentation and whole word methods. Scientific Studies of Reading, 1(4), 359–387. https://doi.org/10.1207/s1532799xssr0104_4Google Scholar Search this bibliographic reference on Google Scholar
- Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889–914. https://psycnet.apa.org/doi/10.1037/edu0000181Google Scholar Search this bibliographic reference on Google Scholar
- Mervis, C. B., Greiner de Magalhães, C., & Cardoso-Martins, C. (2022). Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome. Reading and Writing, 35(2), 377–397. https://doi.org/10.1007/s11145-021-10163-4Google Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2005). Educational for all: The report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to grade 6. Queen’s Printer for Ontario. http://www.oafccd.com/documents/educationforall.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2006). The Ontario curriculum, grades 1–8: Language (revised). Queen’s Printer for Ontario. https://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Queen’s Printer for Ontario. https://files.ontario.ca/edu-learning-for-all-2013-en-2022-01-28.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2016). The kindergarten program. Queen’s Printer for Ontario. https://www.ontario.ca/document/kindergarten-program-2016Google Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2017). Special education in Ontario: Kindergarten to grade 12. Policy and resource guide draft. Queen’s Printer for Ontario. https://files.ontario.ca/edu-special-education-policy-resource-guide-en-2022-05-30.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ministry of Education for the Province of Ontario. (2022). Effective early reading instruction: A teacher’s guide. Queen’s Printer for the Province of Ontario. https://www.dcp.edu.gov.on.ca/en/guide-effective-early-reading/downloadGoogle Scholar Search this bibliographic reference on Google Scholar
- Moats, L. C. (2017). Can prevailing approaches to reading instruction accomplish the goals of RTI? Perspectives on Language and Literacy, 43(3), 15–22. https://dyslexialibrary.org/wp-content/uploads/file-manager/public/1/Summer%202017%20Final%20Moats%20p15-22.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Murphy Odo, D. (2021). A meta-analysis of the effect of phonological awareness and/or phonics instruction on word and pseudo word reading of English as an L2. SAGE Open, 11(4). https://doi.org/10.1177/21582440211059168Google Scholar Search this bibliographic reference on Google Scholar
- Okkinga, M., Steensel, R. van, Gelderen, A. J. van, Schooten, E. van, Sleegers, P. J., & Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole classrooms: A meta-analysis. Educational Psychology Review, 30(4), 1215–1239. https://doi.org/10.1007/s10648-018-9445-7Google Scholar Search this bibliographic reference on Google Scholar
- Ontario Human Rights Commission. (2022a). Right to read, public inquiry into human rights issues affecting students with reading disabilities. https://www3.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Ontario Human Rights Commission. (2022b). Executive summary: Right to read, public inquiry into human rights issues affecting students with reading disabilities. https://www3.ohrc.on.ca/sites/default/files/Right%20to%20Read%20Executive%20Summary_OHRC%20English_0.pdfGoogle Scholar Search this bibliographic reference on Google Scholar
- Petscher, Y., Justice, L. M., & Hogan, T. (2018). Modeling the early language trajectory of language development when the measures change and its relation to poor reading comprehension. Child development, 89(6), 2136–2156. https://doi.org/10.1111/cdev.12880Google Scholar Search this bibliographic reference on Google Scholar
- Price-Mohr, R., & Price, C. (2020). A comparison of children aged 4–5 years learning to read through instructional texts containing either a high or a low proportion of phonically-decodable words. Early Childhood Education Journal, 48(1), 39–47. https://doi.org/10.1007/s10643-019-00970-4Google Scholar Search this bibliographic reference on Google Scholar
- Rastle, K. (2019). The place of morphology in learning to read in English. Cortex, 116, 45–54. https://doi.org/10.1016/j.cortex.2018.02.008Google Scholar Search this bibliographic reference on Google Scholar
- Rice, M., Erbeli, F., Thompson, C. G., Sallese, M. R., & Fogarty, M. (2022). Phonemic awareness: A meta‐analysis for planning effective instruction. Reading Research Quarterly, 57(4), 1259-1289. https://doi.org/10.1002/rrq.473Google Scholar Search this bibliographic reference on Google Scholar
- Savage, R., Georgiou, G., Parrila, R., Maiorino, K., Dunn, K., & Burgos, G. (2020). The effects of teaching complex grapheme-phoneme correspondences: Evidence from a dual site cluster trial with at-risk grade 2 students. Scientific Studies of Reading, 24(4), 321–337. https://doi.org/10.1080/10888438.2019.1669607Google Scholar Search this bibliographic reference on Google Scholar
- Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015). A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities, 48(4), 369–390. https://doi.org/10.1177/0022219413504995Google Scholar Search this bibliographic reference on Google Scholar
- Solity, J., & Vousden, J. (2009). Real books vs reading schemes: A new perspective from instructional psychology. Educational Psychology, 29(4), 469–511. https://doi.org/10.1080/01443410903103657Google Scholar Search this bibliographic reference on Google Scholar
- Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576–590. https://doi.org/10.1177/0022219416638028Google Scholar Search this bibliographic reference on Google Scholar
- Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of Learning Disabilities, 49(1), 77–96. https://doi.org/10.1177/0022219414528540Google Scholar Search this bibliographic reference on Google Scholar
- Vousden, J. I., Ellefson, M. R., Solity, J., & Chater, N. (2011). Simplifying reading: Applying the simplicity principle to reading. Cognitive Science, 35(1), 34¬–78. https://doi.org/10.1111/j.1551-6709.2010.01134.xGoogle Scholar Search this bibliographic reference on Google Scholar
- Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271. https://doi.org/10.1177/0098628315589505Google Scholar Search this bibliographic reference on Google Scholar
- Yeh, S. S., & Connell, D. B. (2008). Effects of rhyming, vocabulary and phonemic awareness instruction on phoneme awareness. Journal of Research in Reading, 31(2), 243–256. https://doi.org/10.1111/j.1467-9817.2007.00353.xGoogle Scholar Search this bibliographic reference on Google Scholar
- Yu, X., Zuk, J., & Gaab, N. (2018). What factors facilitate resilience in developmental dyslexia? Examining protective and compensatory mechanisms across the neurodevelopmental trajectory. Child Development Perspectives, 12(4), 240–246. https://doi.org/10.1111/cdep.12293Google Scholar Search this bibliographic reference on Google Scholar