Advocacy across the nation

Learning to read is a fundamental human right.  Yet a significant proportion of children in Canada are not being granted this right - especially students with dyslexia.

A recent finding from Ontario has concluded that more than 25% of Grade 3 students are not reading at provincial standard.  This increases to over 50% for those students in special education. This is despite the fact that 95% of children can learn to read if we implement early screening, proper reading instruction for all children and effective remediation programs for those who need it - coupled with strong teacher training and support. By not providing these supports, a significant number of children are being denied the essential human right of learning to read.

Now is the time to make the necessary changes to our education system to ensure all children learn to read.

Human rights, literacy and education organizations, advocacy groups, parents, educators and academics across the country are joining together to sound alarms to the issues surrounding literacy in Canada. Dyslexia Canada has been working with various federal, provincial, and municipal stakeholders to bring this issue forward.  Now we need your help.

How you can help

1. Learn about and support the initiatives that are happening locally and in other provinces.

2. Visit or join the local parent and advocacy groups.

3. Write to your MP/MPP/MLA and let them know that our children deserve to learn to read. 

4. Sign the petition.

5. Help spread public awareness within your own community by joining our annual awareness campaign, Mark it Read.

We want to continue to highlight the progress being made across the country. Is there an update in your province that is not included below? Email info@dyslexiacanada.org to let us know.

Ontario

In October 2017, Decoding Dyslexia Ontario and Dyslexia Canada met with the Ontario Human Rights Commission (OHRC) to bring their attention to the barriers and obstacles that resulted in students with dyslexia not receiving the support they needed to learn to read, write and spell with their peers.

On February 28, 2022, the OHRC released the findings of one of the most in-depth investigations into the state of early reading in Canada. The OHRC found that learning to read is a human right and that children with dyslexia are being discriminated against by being denied the right to learn to read in our current public education system.  They called on all stakeholders to meet their responsibilities and legal obligations by removing barriers to education. Over 150 recommendations were provided. You can read the Right to Read inquiry executive summary or full report or watch the video summary here.

In response, Minister of Education, Stephen Lecce, tweeted support for the report and committed to immediate reform, including but not limited to:

• Aligning the elementary Language curriculum and Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction.

• Eliminating all references to unscientific discovery and inquiry-based learning, including the three-cueing system by September 2023.

• Collaborating with partners, including faculties of education, on PD for educators to ensure they are learning science-based reading instruction methods.

Dyslexia Canada has joined Decoding Dyslexia Ontario and International Dyslexia Association - Ontario to host an information session on the report and to support a petition to demand urgent and complete implementation of the Right to Read inquiry recommendations.

Manitoba

In December 2020, a group of concerned parents met with the Manitoba Human Rights Commission (MBHRC) to bring their stories and concerns forward. They were supported by Orton-Gillingham practitioners and members of Dyslexia Canada, Dyslexia Champions of Manitoba and Manitoba Teachers for Students with Learning Disabilities. 

On October 22, 2021, the MBHRC announced that they would be launching an inquiry into discrimination against students with learning disabilities. Once the 2022-23 school year gets underway, the commission plans to announce a “special project” that will involve consultations with youth, parents, teachers and K-12 leaders about literacy issues. The final report, expected before 2024, will make recommendations.

Saskatchewan

In October 2020, concerned caregivers, Decoding Dyslexia Saskatchewan and Dyslexia Canada met with the Saskatchewan Human Rights Commission (SKHRC) to bring their concerns and discuss an evidence-based curriculum.

As a result, the SKHRC completed a systemic investigation regarding the rights of students with reading disabilities. The commission is studied how children with reading disabilities, including dyslexia, experience and receive accommodations in Kindergarten to Grade 12 classrooms and the results culminated in the Equitable Education for Students with Reading Disabilities: A Systemic Investigation Report in February 2024.

As part of this systemic initiative, the commission prepared surveys for stakeholders with personal or professional experience. One survey was designed for students and families who have lived experience with system navigation, accommodation and other aspects of learning to read in the context of reading disabilities. The second survey was designed for teachers, school administrators, psychologists, speech-language pathologists, occupational therapists and other professionals who work with students who have, or may have, learning disabilities.