Achieving Literacy Equity by Practicing Excellence: Ontario Teachers’ Shift to Science of Reading Approaches
Loading...
Authors
Hamilton, Emma L.
Date
Type
thesis
Language
eng
Keyword
Literacy instruction , Science of reading , Structured literacy , Evidence-based literacy practices , Effective elementary literacy instruction , OHRC's (2022) Right to Read Inquiry , Professional knowledge
Alternative Title
Abstract
Findings from the OHRC’s Right to Read (2022) Inquiry revealed that the approach to early reading used in many Ontario schools does not align with the science of reading and fails our most vulnerable students despite research on effective literacy instruction being widely available and well established. While the research on effective literacy instruction has been known to literacy teachers and researchers for decades, other teachers are being confronted with the realization that the literacy practices they have used for decades were not based in reading research and supportive of all children. The purpose of this study was to provide insight into the evidence-based instructional strategies Ontario teachers implementing the science of reading are utilizing in their classrooms. Using purposeful sampling, this study recruited three primary (K-3) literacy teachers who had additional training in evidenced-based literacy practices and began implementing these practices into their classrooms within the past five years. To answer the research questions, this study utilized a qualitative, multiple case study design. Findings include: 1) a number of strategies for teaching the five components of effective reading instruction, 2) that participants learned about the science of reading and the evidence-based approaches they implement from self-initiated learning, 3) that participants utilized their professional knowledge to plan, implement, and deliver evidence-based literacy instruction even without support from their school board, 4) that there is still a significant amount of variability in the way school boards across Ontario are responding to the Right to Read report and discussions surrounding evidence-based literacy practices, and 5) that teachers lack evidence-based resources and materials for implementing the science of reading. Further research is needed to determine how to: 1) support teachers shifting to evidence-based literacy instruction, 2) implement system wide professional development for Ontario educators, and 3) facilitate teacher buy in.
Description
Citation
Publisher
License
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Attribution-NonCommercial-NoDerivatives 4.0 International