In Reading For Life, author Lyn Stone holds nothing back when sharing research and best practices for literacy instruction, and outlining why some past beliefs and practices have to go for the sake of our students and their reading and writing development. Section 1 covers structured literacy components such as oral language, phonological awareness, phonics,…
This infographic provides a comprehensive visual guide to structured literacy, an evidence-based approach to teaching language and literacy. By illustrating both the « how » and « what » of structured literacy, the infographic serves as a valuable resource for educators committed to fostering strong foundational literacy skills in all learners. To support printing, there is both a dark…
Enregistrement et diapos de présentation Le livre « Seven Mighty Moves: Science-Based, Classroom Tested Strategies to Ensure K-3 Reading Success » est un livre pratique, écrite pas l’enseignante et auteure Lindsay Kemeny, qui décrit sept mouvements pour aligner l’enseignement avec la recherche sur la lecture. À l’automne 2023, ONlit à dirigé une étude de livre…
The Ontario Human Rights Commission’s Right to Read inquiry concluded that running records and reading level assessments have not been effective in identifying students who need additional support or in providing teachers with accurate information to guide instruction. We now know that there are more effective ways to understand student reading skills and ensure that…
With a new curriculum, there are lots of new terms for both educators and families to navigate. This glossary contains high-level explanations for many terms used in the Language curriculum, with the goal of supporting partnerships with school and home.
La boîte de Mme Martine : La conscience phonologique Qu’est-ce que la conscience phonologique? Pourquoi apprendre à fusionner et segmenter en phonèmes (sons)? Voici des idées d’activités pour pratiquer à la maison ou à l’école!
Stanislas Dehaene, titulaire de la chaire de psychologie cognitive expérimentale au Collège de France, décode l’apprentissage de la lecture chez l’enfant à la lumière des sciences cognitives. Cette ressource permet également au personnel enseignant de comprendre la nature de la dyslexie.
This reader-friendly book, written by two educators, provides great background and professional learning related to reading development, and particularly how it applies in the older grades. While the title includes the word « secondary », junior and intermediate teachers in Ontario could all benefit from reading this book. Information includes how we learn to read and misconceptions…
This resource has been compiled by a group of Canadian language and literacy experts. It is organized into three primary segments. First, it highlights the essential information educators should possess about various research types, enabling them to stay well-informed and knowledgeable about the connection between language, reading, and writing instruction. The next section focuses on…
In this article, Dr. Perry Klein responds to Dr. Jim Cummins’ criticisms of the Right to Read Report, highlighting several recommendations and positions that Cummins attributes to the report but that it does not actually contain. Dr. Klein also identifies five ways in which this report will bring Ontario’s special education policy into the 21st…
In this episode, Kate Winn is joined by Dr. Carolyn Strom for a conversation about the reading brain. What are the neural underpinnings of how students learn to read? How can research in this field help us in the classroom?
Dr Timothy Shanahan discusses the features that make a text complex, including background knowledge, organization, and text cohesion.
Le financement de ces ressources est assuré par le ministère de l'Éducation. Veuillez noter que les opinions exprimées dans ces ressources sont celles d'ONlit et ne reflètent pas nécessairement celles du ministère de l'Éducation.
Le financement de ces ressources est assuré par le ministère de l'Éducation. Veuillez noter que les opinions exprimées dans ces ressources sont celles d'ONlit et ne reflètent pas nécessairement celles du ministère de l'Éducation.
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