In 2023, Ontario’s Ministry of Education launched a revised “back-to-basics” literacy curriculum following the OHRC R2R report recommendations. The curriculum emphasizes core literacy skills like phonemic awareness, reading, spelling, and writing, using evidence-based strategies aligned with the science of reading.

Limited research exists on OCTs’ views of the literacy curriculum’s effectiveness in reading, fluency, and comprehension since its implementation, and on which approaches OCTs find most effective for closing literacy skill gaps. This research aimed to examine OCTs’ perspectives on the effectiveness of Ontario’s literacy curriculum and additional supports for students requiring support or assessments for learning disabilities.

The study was conducted through an online survey in private Facebook groups using a mixed-methods approach. The data was analyzed with statistical and thematic dynamic analyses within the convergent model.

Evidence-based programs like UFLI are essential. Participants emphasized the need for improved teacher training and adequate preservice education. OCTs also called for a cohesive, evidence-based program, assessment tools across the province, and instructions delivered systematically and explicitly.

Additional support, resources such as decodable texts, and manipulatives like blending boards are crucial for literacy achievement and closing skill gaps.

The study’s findings suggest that, for the back-to-basics Ontario Literacy Curriculum to be truly effective, OCTs need explicit training in evidence-based programs so that it can be taught cohesively across the province. Revision to preservice educators’ training would better prepare new teachers and, with essential manipulatives provided, allow students to use them to support and deepen their understanding of foundational literacy skills.