Teaching Reading in Canada: Curriculum and Assessment Policy Updates from the Provinces and Territories

Jeanne Sinclair Memorial University of Newfoundland and Labrador

Jodi Nickel Mount Royal University

Andrea Fraser

Mount Saint Vincent University

Melanie Brethour Riverside School Board, Decoding Dyslexia Québec

Tracy CritchMemorial University of Newfoundland and Labrador

Linsey HopeTł ı̨chǫ Community Services Agency

Deb McCallum University of Toronto, Lakehead University

Megan Norris First Nation School Board

Norma St. Croix Memorial University of Newfoundland and Labrador

Ana Vieira Vancouver Island University

Jessica Worden Evergreen School Division

Journal of Teaching and Learning 19(5) J. Sinclair, J. Nickel, A. Fraser, M. Brethour, T. Critch, L. Hope, D. McCallum, M. Norris, N. St. Croix, A. Vieira, & J. Worden107

Abstract

The Ontario Human Rights Commission’s 2022 Right to Read report called for significant shifts in how reading is taught, emphasizing systematic, explicit instruction in foundational skills alongside meaning-focused objectives. The Commission’s call to action has reverberated across Canada, prompting provinces and territories to reconsider curriculum, assessment, and teacher preparation. This paper surveys the recent history and current status of reading reforms in Canada, asking: How have curriculum, pedagogy, and assessment changed? Who are the key drivers, and what challenges remain? We analyzed governmental reports, policy documents, and personal communication with educational leaders to craft profiles of each province and territory. Findings suggest that while reforms are underway in many jurisdictions, implementation varies depending on resources, professional learning infrastructure, and political culture. We argue that sustainable change requires enhancing teacher knowledge, affirming professional autonomy, and integrating culturally responsive and equity-oriented approaches with structured and systematic instruction. Ultimately, Canada’s unique policy context presents both challenges and opportunities for literacy education that ensures all children’s right to learn to read.