Abstracts
Abstract
This paper extends discussion of the Ontario Human Rights Commission (OHRC) (2022a, 2022b) report entitled Right to Read, which recommended significant changes to both reading instruction and special education programs aimed at providing equitable opportunities for all children to develop strong reading skills. In a critique of the OHRC report (Cummins, 2022), I endorsed the report’s call for the establishment of an identification and intervention infrastructure to support students who are struggling to develop reading skills. However, I also critiqued the report’s misrepresentation of the strong reading achievements of Ontario students and the scapegoating of “balanced literacy.” Klein (2022) disputed this characterization of the OHRC report, highlighting the important contributions of the report to special education policies. In continuing this dialogue, I argue that the OHRC report has omitted consideration of significant dimensions of literacy acquisition and development that are directly relevant to preventing reading difficulties among Ontario children. Specifically, I argue that beyond the systematic teaching of phonics and other foundational literacy skills, which the OHRC report emphasizes almost exclusively, literacy policies should ensure that all children experience extensive opportunities for literacy socialization, which must involve active engagement with print, in both the preschool and early elementary years.
Appendices
Bibliography
- Allington, R. (1983). The reading instruction provided readers of differing reading abilities. Elementary School Journal, 83, 548–559.
- Allington, R. L., & McGill-Franzen, A. M. (2021). Reading volume and reading achievement: A review of recent research. Reading Research Quarterly, 56(S1), S231–S238. https://doi.org/10.1002/rrq.404
- Aukerman, M. (2022a, December 7). The Science of Reading and the media: Is reporting biased? Literary Research Association. https://literacyresearchassociation.org/stories/the-science-of-reading-and-the-media-is-reporting-biased/
- Aukerman, M. (2022b, December 7). The Science of Reading and the media: Does the media draw on high-quality reading research? Literary Research Association. https://literacyresearchassociation.org/stories/the-science-of-reading-and-the-media-does-the-media-draw-on-high-quality-reading-research/
- 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-y
- Bus, A. G., van Ijzendoorm, M. H., & Pelligrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 1–21. https://doi.org/10.3102/00346543065001001
- Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Multilingual Matters.
- Cummins, J. (2007). Pedagogies for the poor? Re-aligning reading instruction for low-income students with scientifically based reading research. Educational Researcher, 36, 564–572.
- 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.v16i1.7279
- Duke, N. (2000). For the rich it’s richer: Print experiences and environments offered to children in very low and very high-socioeconomic status first-grade classrooms. American Educational Research Journal, 37, 441–478. https://doi.org/10.3102/00028312037002441
- Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21. https://doi.org/10.1080/10888438.2013.819356
- Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A. (2007). Reading Rescue: An effective tutoring intervention model for language-minority students who are struggling readers in first grade. American Educational Research Journal, 44(2), 414–448. https://doi.org/10.3102/0002831207302175
- Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375–411. https://doi.org/10.1111/j.1467-1770.1991.tb00611.x
- Engster, D., & Moore, Q. (2018). Better brains, better futures: Evidence-based policies for supporting children's early brain development. James A. Baker III Institute for Public Policy of Rice University. https://www.bakerinstitute.org/research/better-brains-better-futures
- Evans, M., Kelley, J., Sikora, J., & Treiman, D. (2010). Family scholarly culture and educational success: Books and schooling in 27 nations. Research in Social Stratification and Mobility, 28, 171–197. https://doi.org/10.1016/j.rssm.2010.01.002
- Hall, S. L., & Moats, L. C. (2015). Why reading to children is important. In Albert Shanker Institute (Ed.), Literacy ladders: Increasing young children’s language, knowledge, and reading comprehension (pp. 22–29). American Federation of Teachers. https://www.shankerinstitute.org/resource/literacy-ladders .
- Hanford, E. (2019). At a loss for words: How a flawed idea is teaching millions of kids to be poor readers. APM Reports. https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading
- Heller, R. (2022, May 2). Taking stock of the science of reading: A conversation with Amanda Goodwin. Kappan. https://kappanonline.org/science-of-reading-amanda-goodwin/
- Hiebert, E. H., & Martin, L. A. (2010). Opportunity to read: A critical but neglected construct in reading instruction. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 3–29). Guilford.
- Hutton, J. S., DeWitt, T., Hoffman, L., Horowitz-Kraus, T., & Klass, P. (2021). Development of an eco-biodevelopmental model of emergent literacy before kindergarten: A Review. JAMA Pediatrics, 175(7), 730–741. https://doi.org/10.1001/jamapediatrics.2020.6709
- Jimenez, M. E., Reichman, N. E., Mitchell, C., Schneper, L., McLanahan, S., Notterman, D. A. (2020). Shared reading at age 1 year and later vocabulary: A gene–environment study. The Journal of Pediatrics, 216, 189–196. https://doi.org/10.1016/j.jpeds.2019.07.008
- Klein, P. (2022). Response to Cummins: The OHRC Right to Read report will move Ontario into the 21st century. Journal of Teaching and Learning, 16(3) 96–108. https://doi.org/10.22329/jtl.v16i3.7495
- Krashen, S. D. (2004). The power of reading: Insights from the research. Heinemann.
- Leech, K. A., McNally, S., Daly, M., & Corriveau, K. H. (2022). Unique effects of book reading at 9-months on vocabulary development at 36 months: Insights from a nationally representative sample of Irish families. Early Childhood Research Quarterly, 58(1), 242–253. https://doi.org/10.1016/j.ecresq.2021.09.009
- Lewis, M., & Samuels, S. J. (2005). Read more—read better? A meta-analysis of the literature on the relationship between exposure to reading and reading achievement. University of Minnesota.
- Lindsay, J. (2010). Children’s access to print material and education-related outcomes: Findings from a meta-analytic review. Learning Point Associates.
- Lindsay, J. J. (2018). Interventions that increase children’s access to print material and improve their reading proficiencies. In R. L. Allington & A. McGill-Franzen (Eds.), Summer reading: Closing the rich/poor reading achievement gap (pp. 41–58). Teachers College Press.
- Miller, J. (2022, March 1). Ontario schools need sweeping changes to help children learn to read. Toronto Sun. https://torontosun.com/news/local-news/ontario-schools-need-sweeping-changes-to-help-children-learn-to-read-ontario-human-rights-commission/wcm/9c1b989b-f083-4a25-bc47-3f5686c56843
- Mol, S. E. & Bus, A. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood, Psychological Bulletin, 137, 267–296. https://doi.org/10.1037/a0021890
- Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teach¬ing: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
- Nakanishi, T. (2015). A meta-analysis of extensive reading research. TESOL Quarterly, 49, 6¬–37. https://doi.org/10.1002/tesq.157
- National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health & Human Development. https://eric.ed.gov/?id=ED444126
- Neuman, S. B. (1999). Books make a difference: A study of access to literacy. Reading Research Quarterly, 34, 286–311. https://doi.org/10.1598/RRQ.34.3.3
- Neuman, S. B., & Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly, 36(1), 8–26. https://doi.org/10.1598/RRQ.36.1.1
- Neuman, S. B., & Moland, N. (2019). Book deserts: The consequences of income segregation on children’s access to print. Urban Education, 54(1), 126–147. https://doi.org/10.1177/004208591665452
- Noble, K. G., Wolmetz, M. E., Ochs, L. G., Farah, M. J., & McCandliss, B. D. (2006). Brain–behavior relationships in reading acquisition are modulated by socioeconomic factors. Developmental Science, 9(6), 642–654. https://doi.org/10.1111/j.1467-7687.2006.00542.x
- O’Grady, K., Houme, K., Costa, E., Rostamian, A., & Tao, Y. (2021). PCAP 2019. Report on the Pan-Canadian assessment of mathematics, reading, and science. Council of Ministers of Education, Canada. https://www.cmec.ca/Publications/Lists/Publications/Attachments/426/PCAP2019-Public-Report-EN.pdf
- Ontario Human Rights Commission. (2022a). Executive Summary. Right to read: Public inquiry into human rights issues affecting students with reading disabilities. Government of Ontario. https://www.ohrc.on.ca/sites/default/files/Right%20to%20Read%20Executive%20Summary_OHRC%20English_0.pdf
- Ontario Human Rights Commission. (2022b). Inquiry Report. Right to read: Public inquiry into human rights issues affecting students with reading disabilities. Government of Ontario. https://www3.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdf
- Ontario Human Rights Commission. (n.d.). Right to Read: Inquiry into reading disabilities backgrounder. https://www.ohrc.on.ca/en/right-read-inquiry-reading-disabilities-backgrounder
- Payne A. C., Whitehurst G. J., & Angell A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3¬–4), 427–440. https://doi.org/10.1016/0885-2006(94)90018-3
- Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146–174. https://doi.org/10.1080/10888430902769533
- Ravitch, D. (2013). Reign of error: The hoax of the privatization movement and the danger to America’s public schools. Knopf.
- Scanlon, D. M., & Anderson, K. L. (2020). Using context as an assist in word solving: The contributions of 25 years of research on the interactive strategies approach. Reading Research Quarterly, 55(S1), S19¬–S34. https://doi.org/10.1002/rrq.335
- Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302. https://doi.org/10.1006/drev.1994.1010
- Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
- Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
- Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press.
- Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. https://doi.org/10.1598/RRQ.21.4.1
- Stanovich, K. E., & Cunningham, A. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory & Cognition, 20(1), 51–68. https://doi.org/10.3758/BF03208254
- Swanson, H. L. (2001). Searching for the best model of instructing students with learning disabilities. Focus on Exceptional Children, 34(2), 1–15. https://doi.org/10.17161/foec.v34i2.6785
- Teale, W. H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 110–121). Heinemann.
- Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading, Developmental Psychology, 24, 552–559. https://doi.org/10.1037/0012-1649.24.4.552
- Wylie, C., Hodgen, E., Ferral, H., & Thompson, J. (2006). Contributions of Early Childhood Education to Age-14 Performance. Evidence from the Longitudinal ‘Competent Children, Competent Learners’ Study. New Zealand Ministry of Education. https://childcarecanada.org/documents/research-policy-practice/06/08/contributions-early-childhood-education-age-14-performance
- Wylie, C., & Thompson, J. (2003). The long-term contribution of early childhood education to children's performance-evidence from New Zealand. International Journal of Early Years Education, 11(1), 69–78. https://doi.org/10.1080/0966976032000066109
- Wyse, D. & Bradbury, A. (2022). Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading. Review of Education, 10, e3314. https://doi.org/10.1002/rev3.3314