L’étude du livre sur les 7 gestes puissants vous aideront à aligner votre pédagogie sur les meilleures pratiques en littératie.

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Il peut être difficile de gérer les nombreux sous-tests qui peuvent être utilisés dans le cadre d’un dépistage universel ! Une bonne lecture implique l’intégration de nombreuses sous-compétences. Ce tableau peut être utilisé pour identifier le besoin le plus urgent de l’élève.

Le dépistage précoce de la lecture est un moyen fondé sur des données probantes qui permet aux éducateurs et aux responsables de comprendre les risques encourus par les élèves et le système. Ce document aide les éducateurs à comprendre et à prendre des décisions en matière d'évaluation et d'enseignement.

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This document shows a sample schedule for a 110-minute language block. It’s important to note that this schedule should shift across the school year to better meet students’ changing needs. For example, focus may shift more to multisyllabic word reading and spelling.

A Multi-Tiered Systems of Support is the delivery system for evidence-based instruction. Use these pre-created slides (with speaker notes) to support professional learning in your board or school. The presentation outlines key elements of MTSS.

Note that this resource is a Google Drive folder set to “view only.” To adapt the slides to meet your own students’ needs, please make a copy to your own Google Drive so you can modify (File > Make a copy > Entire presentation).

It can be challenging to navigate the many subtests that can be used in universal screening! Skilled reading involves the integration of many subskills. This chart can be used to identify the most pressing need for instruction. For older students – start at the top and work your way down to find the lowest barrier skill. For younger students learning to read (Kindergarten and grade 1), start at the bottom and work your way up to find the next skill to teach.

Early reading screening is an evidence-based way for educators and leaders to understand student and system risk. This document supports educators in understanding and making decisions about assessment and instruction.

"This chart can be used to identify the most pressing need for instruction. For older students - start at the top and work your way down to find the lowest barrier skill. For younger students learning to read (Kindergarten and grade 1), start at the bottom and work your way up to find the next skill to teach."

The Ontario Human Rights Commission’s Right to Read inquiry concluded that running records and reading level assessments have not been effective in identifying students who need additional support or in providing teachers with accurate information to guide instruction. We now know that there are more effective ways to understand student reading skills and ensure that students are receiving the instruction that they need. This handout highlights why reading levels should be reconsidered, and frames the who, what, when, and how of different purposes for assessment: screening, diagnostic, progress monitoring, and outcome evaluation.

This handout builds educator knowledge of effective assessment practices to support explicit and systematic instruction of foundational reading skills.

References:

Burns, M.K., Pulles, S.M., Maki, K.E., Kanive, R., Hodgson, J., Helman, L.A., McComas, J.J., & Preast, J.L. (2015). Accuracy of student performance while reading leveled books rated at their instructional level by a reading inventory. Journal of School Psychology, 53(6), 437 – 445.

Ontario Human Rights Commission. (2022). Right to read: Public inquiry into human rights issues affecting students with reading disabilities. https://www.ohrc.on.ca/en/right-to-read-inquiry-report/introduction

Parker, D.C., Zaslofsky, A.F., Burns, M.K., Kanive, R., Hodgson, J., Scholin, S.E., & Klingbeil, D.A. (2015). A brief report of the diagnostic accuracy of oral reading fluency and reading inventory levels for reading failure risk among second- and third-grade students. Reading & Writing Quarterly, 31(1), 56 – 67.

This document shows a sample schedule for a language block in grade 1 or 2.

This document shows a sample schedule for a language block in the junior or intermediate grades.