Author Description

This is the report of a panel of education researchers & practitioners that assessed current research-based knowledge of effective reading instruction to produce a document that outlines effective instruction and defines good practices for teaching reading to all Ontario children. The report begins with an overview of the Ontario context for early-level reading instruction and the importance of reading in the early school years. It then outlines the essential components of effective reading instruction and presents panel conclusions regarding the following: help for children with reading difficulties; target setting & school improvement; the role of the teacher in reading instruction; supportive leadership, including support for professional development and the roles of the principal, lead literacy teacher, & superintendent; and parental & community involvement in early reading. Includes glossary.