Supporting Every Child’s Right to Read
The CBC published a story in which Diane Collier, claiming to represent a group of literacy professors, was critical of the Ontario Human Rights Commission Right to Read Report.  She misrepresented the Report.  It is time to set the record straight with the truth about the Report. 

She claimed that the Report was “too narrow” in its approach to reading.  She is wrong.   As an example, on page 7 the Report notes, “A comprehensive approach to early literacy recognizes that instruction that focuses on word-reading skills, oral language development, vocabulary and knowledge development, and writing are all important components of literacy.” The Report recognized the variety of skills that are critical for developing reading. 

She claimed that there was no research to support the beneficial effects of a phonics approach; “We don’t have really any evidence that this works long-term, that this particular kind of approach makes better readers, makes better students and learners.” She is wrong.  The Report cites several studies, including several Canadian ones, of the excellent reading skills that children achieved with this approach (For example, page 169-170 of the Report)
Everyone concerned with education, including the detractors of the Report, should read the OHRC report.  Support for the Report is pouring in from school administrators, teachers, parents, pediatricians, speech pathologists, and the academic community from Canada and around the world.


Linda Siegel
Professor Emerita, UBC

Author of Not Stupid, Not Lazy: Understanding Dyslexia and Other Learning Disabilities

The news article related to this post.
The executive Summary and full report are available at here.

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