Right to Read Implies Opportunity to Read
نویسندگان
چکیده
This paper extends discussion of the Ontario Human Rights Commission (OHRC) (2022a, 2022b) report entitled Right to Read, which recommended significant changes both reading instruction and special education programs aimed at providing equitable opportunities for all children develop strong skills. In a critique OHRC (Cummins, 2022), I endorsed report’s call establishment an identification intervention infrastructure support students who are struggling However, also critiqued misrepresentation achievements scapegoating “balanced literacy.” Klein (2022) disputed this characterization report, highlighting important contributions policies. continuing dialogue, argue that has omitted consideration dimensions literacy acquisition development directly relevant preventing difficulties among children. Specifically, beyond systematic teaching phonics other foundational skills, emphasizes almost exclusively, policies should ensure experience extensive socialization, must involve active engagement with print, in preschool early elementary years.
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ژورنال
عنوان ژورنال: Journal of teaching and learning
سال: 2023
ISSN: ['1911-8279', '1492-1154']
DOI: https://doi.org/10.22329/jtl.v17i1.7950