Results Overview

A total of 92 educators participated in the survey.

Of the 92 participants, most were ages 40-49 years (40%), female (96%), teaching English (92%) in a public school board (79%).

In addition to the required bachelor’s degree and B.Ed., many OCTs have pursued additional education (23%) or obtained a master’s degree (22%).

Of the 92 participants, 27% are currently teaching in a grade 1 classroom.

Quantitative Results

The quantitative results (multiple-choice questions) from the survey provided valuable insight into primary programs' use, assessment programs and strategies, and OCTs' perspectives on the effectiveness of bridging the gap for those below grade level.

Primary Teaching Program(s)

Assessment Program(s): Progress Monitoring   vs Assessment Program(s): Benchmark of literacy development 

Strategies used during small-group instruction or one-on-one support.

Percentage of effectiveness of literacy skills development with Tier 1-3 interventions

When asked about the OCT's primary teaching programs for whole-group instruction, the data showed that 56% of educators use UFLI Foundations, followed by 14.7% using Heggerty Phonemic Awareness Program. Both programs are research-based, systematic programs designed to build one's foundational reading skills.

In a comparative view of assessment programs used for progress monitoring in reading, fluency, and comprehension versus the assessment programs used for benchmarking in literacy development, the Acadience Assessment was used most for both progress monitoring (86%) and benchmark assessments (65%).

Focusing on the strategies used during small-group instruction or 1-on-1 support, the data found that decodable text (20.9%), sound segmenting (20.6%), and blending drills (19.7%) are the most commonly used strategies to support students' literacy development.

Lastly, regarding the increase in the effectiveness of literacy skills development through Tier 1-3 interventions and progress monitoring, participants, most reported to having a 25-50% (33.8%) increase in effectiveness with Tiered support, followed by a 0-25% (25.4%) increase.

Quantitative Results

The qualitative results (open-ended observations, experiences, and perspectives) from the survey provided valuable insight into strategies to support students below grade level, additional thoughts and feelings regarding the effectiveness of the literacy program, vital resources to ensure the program's effectiveness and missing curriculum or support essential to the delivery and support of the curriculum.

The thematic analysis process created the following theme frequencies for each of the 4 qualitative questions.

When asked about resources that would be vital to the effectiveness of the literacy program, the data created 10 overarching themes and 18 sub-themes. The most frequent themes are listed below.

When asked about strategies to support students below grade level, the data analysis produced 8 main themes and 17 sub-themes. See below for a sample.

For additional perspective on the effectiveness of the literacy curriculum, the data created 4 overarching themes and 13 sub-themes. The most frequent themes are listed below.

Finally, when asked about the missing supports in the curriculum to ensure the effective delivery of literacy programs, the data analysis yielded 9 main themes and 21 sub-themes. See below for a sample.

Resources that would be vital to ensuring the effectiveness of the literacy curriculum

  • Evidence-based Programs and Curricula
    • Structured Literacy Programs (n=38, 19.5%),
    • Instructional Approach and Structure (n=15, 7.7%)
  • Instructional Materials and Classroom Tools
    • Decodable Text (n=21, 10.8%)

“UFLI should be an Ontario government-supported program for its effectiveness…” -P20

Strategies that best support children’s development of literacy skills, for those not at grade level

  • Instructional Practices
    • Intensive Practice and Review (n=57, 23%)
    • Foundational Skills and Routines (n=35, 14.1%)
  • Multitiered Systems of Support
    • Tier 2 Instructions/Support (n=30, 12.1%)

“small group targeting intervention on student-specific needs” -P92

Additional information, thoughts or feelings regarding the effectiveness of the literacy program

  • Recommendation for Effectiveness
    • Increased training/education (n=23, 20.5%)
  • Challenges to Effective Implementation
    • Student Readiness (n=16, 14.3%)

“Proper training should have occurred instead of the keen teachers trying to figure it out in their own, and then teach others” -P45

Missing curriculum or supports essential for the effectiveness of delivery and support of the curriculum

  • Additional and Ongoing Education and Training
    • Training (n=29, 19.5%)
  • Additional/Improved Teaching Material/Tools/Resources
    • Instructional Materials (n=18, 12.1%)

“Training. Knowing how to structure a literacy block and then repeat that structure for the year. how to utilize the programs -acadience, UFLI, etc.” -P71

"Two full years of school and many enter grade 1 not knowing their letters and sounds or how to write their name. It sets children up to fail."

P25

“Effective literacy programs need training. They have missed the mark on this.”

P58

“UFLI's constant cycling through of previous concepts is amazing. That constant repetition and revisiting concepts/sounds is paramount.”

P20