At Latch Onto Learning we are big advocates for early intervention! One of the OHRC Right to Read inquiry report recommendations is early screening for all children. This is great news for parents because you would be notified if your child is experiencing difficulties in reading. Oftentimes, parents are not aware of grade level benchmarks and as a result do not know to take action on behalf of their child. Let's take a look at a few of the recommendations:
Right to Read Recommendations 59-67 focus on Early Screening
Evidence-based screening of all students in Kindergarten Year 1 to Grade 2 in word-reading accuracy and fluency
screen all students twice a year
At a minimum, measure:
Kindergarten: letter knowledge and phonemic awareness
Grade 1 (beginning): phonemic awareness, decoding, word identification and text reading
Grade 1 (second semester): decoding, word identification and text reading, and should include speed as well as accuracy as an outcome
Grade 2: timed word reading and passage reading
Identify students at risk of failing to learn to read words adequately, and to get these children into immediate, effective evidence-based interventions
Mandate a tiered/(Response to Intervention (RTI)/Multi-tiered System of Supports (MTSS) approach for all students
Right to Read Recommendations 68-85 focus on Reading Interventions
Make sure the interventions are systematic, explicit programs in phonics instruction and building decoding and word-reading accuracy and fluency
Early intervention should target the foundational skills of:
phonemic awareness
sound-letter knowledge
decoding
word-reading accuracy
fluency
Later interventions should include:
more advanced orthographic patterns
syllables
morphemes
Use standardized scores or percentiles on reading measures
i.e. a score that is one standard deviation or more below the mean on a standardized test of word recognition or decoding
Replace vague language about being “significantly” below grade level
School boards should build collaborative teams from personnel with knowledge and experience in the science of reading
Policy/Program Memorandum 168
This past summer, Policy/Program Memorandum 168 was released. Based on it's emphasis on Early Screening and Multi-Tiered System of Supports, I would say it is written in response to the Right to Read inquiry report's recommendations related to early screening. Here are a few highlights from this policy:
"Research suggests that the implications of difficulties with early reading skills can be minimized or even prevented, when identified early and addressed using evidence-based instruction"
Definition of an Evidence Based Early Reading Screening Tool
Evidence-based early reading screening tool: identifies students who may have future difficulties with reading
comprehensive
Assess each foundational reading skill against a benchmark
Reliable and valid
Aggregate student data
Provide immediate information (in order to inform teacher instruction)
can assist the province on a system-level
Identifying letters, sounds, and their relationships, as well as decoding words and reading texts
Should not be the only method to determine if additional services / special education programs are required
Should support effective instruction
Mandatory Early Reading Screening Policy
all students in Kindergarten, grade 1 and grade 2 be screened for early reading using ministry-approved, evidence-based screening tools
Screened twice a year
However, students who met benchmarks in the first screening do not need a second screening (optional)
first screening must be completed before mid-November
results of the screening must be communicated in the first report card
second screening must be completed by mid-March
second ministry-mandated screening must be communicated in the second report card
Timing can be adjusted by principals/teachers but must be communicated to parents/guardians in advance
teachers may administer diagnostic assessments throughout the year
Definition of A Tiered Approach
A systematic approach to providing high-quality and evidence-based assessment, instruction, and interventions that correspond to individual student needs.
Access to tiered classroom-based instruction and supports must be available to all students, based on need(s) identified through early reading screening or subsequent reading skills assessment.
If more intensive instruction (i.e. Tier 3 supports) is provided, parents/guardians must be informed
Tier 1 instruction: provided to all students (Universal Design and Differentiation)
Tier 2 instruction: more intensive, small-group support, in addition to tier 1 instruction
for students who did not meet the screening benchmark or have difficulty in 1-3 foundational reading skills
Tier 3 instruction: the most intensive, individual or small-group support, in addition to tier 1 instruction
for students who have either a number of difficulties, a considerable degree of difficulties, and/or persistent difficulties in foundational reading skills
As identified through their screening result(s) and/or other reading assessments despite tier 1 instruction and/or tier 1 and 2 instruction
The New Ontario Language Curriculum
The New Ontario Language Curriculum addresses this aspect of Right to Read inquiry report in the front matter. The front matter is the beginning chunk of the curriculum. It includes guidelines for how to teach the curriculum. In the 'Some Considerations for Program Planning in Language' we see an entire section dedicated to "The Tiered Approach to Language and Literacy Instruction". Interesting, the actual Ontario Language Curriculum does not mention Screening. This may have to do with teacher collective agreements and teacher professional judgement.
All in all, Latch onto Learning is excited that parents are going to be notified in kindergarten if their child is at risk of reading difficulties. Policy 168 proposes evidence-based screenings implemented to all students across the province. This allows you as a parent/guardian to better advocate for your child and get the early intervention that your child needs to be a skilled reader. Our tutoring programs align with the intervention focus. Research suggests that early intervention can minimize or even prevent later reading difficulties. If you are concerned about your child's progress, we can help support the process.
*As I write this post (mid-August 2023), the Ministry approved screening tools have not been released to the public.
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