Ontario Teachers’ Shift to Science of Reading Approaches

Hamilton's (2023) dissertation explored how Ontario primary teachers are implementing the evidence-based literacy approach, which aligns with the Science of Reading as recommended by the R2R (OHRC, 2022). She conducted a qualitative study exploring the experiences of three teachers who had transitioned their teaching practice to reflect the science of reading. The study's findings highlighted instructional strategies for teaching the components of effective reading instructions, the personal efforts among educators to educate themselves on evidence-based literacy practices, the lack of resources available to educators and the variation from school to school across the province. Hamilton (2023) concluded by emphasizing the need for system-wide professional development and support for educators to ensure continuity of literacy instruction for all students across the province.

Untangling

Scarborough's Reading Rope

Scarborough's (2001) Reading Rope serves as the study's theoretical framework, emphasizing the integration of word recognition and language comprehension as key components of skilled reading. The Reading Rope consists of eight strands: six related to language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge, and language comprehension) and three related to word recognition (phonological awareness, decoding, and sight recognition). The study underscores the importance of explicitly teaching these strands to create proficient readers. ​ It also highlights the need for teacher training to ensure educators understand and can effectively teach the interconnected components of the Reading Rope. ​ The study suggests that the Reading Rope framework provides a clear roadmap for developing literacy skills and aligns with the structured literacy approach of the Ontario curriculum.