Reading Instruction in the Primary Grades

Instructional Materials

Most jurisdictions make their curriculum content available in the following forms:

An official publication outlining the curriculum
Education ministry or department notes and directives
Compulsory and recommended textbooks
Instructional and pedagogical guides
Specifically developed or recommended instructional activities

In the jurisdictions where specific textbooks are not assigned, classroom resources generally need to be evaluated to ensure that eligibility criteria including consistency with curriculum policy, social considerations (e.g., Canadian orientation and products), the teacher’s resource guide, and age appropriateness are met. In addition to these materials, some jurisdictions also provide achievement indicators, graphics and visual organizers to support teachers in using the curriculum documents, a summary of key concepts and how they progressively build throughout the grade levels (see, for instance, the materials provided by British Columbia), assessment frameworks for provincial examinations (see the framework proposed by New Brunswick for francophone schools), and/or regular professional development sessions that provide direction to teachers and opportunities for professional learning (see the Active Young Readers initiative launched in Nova Scotia in 2000).^18,19,20

Use of Technology

Because all ministries and departments of education recognize that information technology is essential for 21^st century students and that it can potentially transform the ways they communicate, collaborate, and learn, technology is widely used in elementary classrooms in Canada. In 2006, all Canadian schools had computers (about 1 computer for every 5 students), and 98 percent of schools had an Internet connection.²¹ Curriculum documents in most jurisdictions contain statements about the use of technology, ranging from the use of digital texts in language arts instruction to the integration of a digital citizenship continuum across curricula. Teachers are encouraged to embrace a variety of educational technologies to help students develop critical thinking skills to support reading and writing instruction in their classrooms, including video and audio tools, digital tablets, interactive whiteboards, and a variety of software.

Role of Reading Specialists

Some Canadian schools employ a reading specialist who participates as a member of the learning team, supporting the teacher, aiding in the development of student programs, instructing students, and/or administering assessments. In schools without a designated reading specialist, students with reading difficulties may benefit from other specialized programs and services.

Second Language Instruction

Because Canada is a country with a broad immigration policy, more than 200 ethnic origins, and a growing population of students who speak English as a second, third, or even fourth language, it is important that the needs of these students be met.²² Depending on the jurisdiction, schools may offer services for English or French as a second language via separate instruction to students, support services within mainstream classrooms, and specialist support for the classroom teacher. In addition to these services, some jurisdictions provide official guidelines for teaching second language students (see, for example, the implementation guidelines in Alberta) or perform an annual assessment of students’ progress (see the policy and guidelines in British Columbia).^23,24,25

Accommodation Policies for Instruction and Testing

Canada is committed to equity of opportunity and fairness to students. Every reasonable effort is made to enable students with special needs to learn and to demonstrate their learning. Depending on the school and the jurisdiction, students with reading disabilities can be integrated into the regular classroom (most commonly), organized into small groups that receive special assistance from a teacher, or, in rare cases, segregated in special needs classrooms. Students with reading difficulties generally are supported through remedial, corrective, or skill-building instruction; specific learning strategies; alternative reading materials; adapted curriculum; tutors; and assistive technology (e.g., optical character recognition systems or screen readers). Accommodations may include extra time for tests and/or assignments, transcribing of answers on examinations, use of assistive technology, preferential seating, chunking of information, frequent breaks, dividing a test into parts, providing a test in large print or Braille, and human resources.