Right to Read Implies Opportunity to Read

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2023-06-16 DOI:10.22329/jtl.v17i1.7950
J. Cummins
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Abstract

This paper extends discussion of the Ontario Human Rights Commission (OHRC) (2022a, 2022b) report entitled Right to Read, which recommended significant changes to both reading instruction and special education programs aimed at providing equitable opportunities for all children to develop strong reading skills. In a critique of the OHRC report (Cummins, 2022), I endorsed the report’s call for the establishment of an identification and intervention infrastructure to support students who are struggling to develop reading skills. However, I also critiqued the report’s misrepresentation of the strong reading achievements of Ontario students and the scapegoating of “balanced literacy.” Klein (2022) disputed this characterization of the OHRC report, highlighting the important contributions of the report to special education policies. In continuing this dialogue, I argue that the OHRC report has omitted consideration of significant dimensions of literacy acquisition and development that are directly relevant to preventing reading difficulties among Ontario children. Specifically, I argue that beyond the systematic teaching of phonics and other foundational literacy skills, which the OHRC report emphasizes almost exclusively, literacy policies should ensure that all children experience extensive opportunities for literacy socialization, which must involve active engagement with print, in both the preschool and early elementary years.
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阅读权意味着阅读的机会
本文扩展了对安大略省人权委员会(OHRC)题为“阅读权”的报告(2022a2022b)的讨论,该报告建议对阅读教学和特殊教育计划进行重大改革,旨在为所有儿童提供发展强大阅读技能的公平机会。在对OHRC报告的批评中(Cummins,2022),我赞同该报告的呼吁,即建立一个识别和干预基础设施,以支持正在努力发展阅读技能的学生。然而,我也批评了该报告对安大略省学生阅读成绩的歪曲,以及将“均衡识字”作为替罪羊。Klein(2022)对安大略省人权委员会报告的这种定性提出了质疑,强调了该报告对于特殊教育政策的重要贡献。在继续这一对话的过程中,我认为人权高专办的报告没有考虑到与防止安大略省儿童阅读困难直接相关的识字习得和发展的重要方面。具体而言,我认为,除了语音和其他基本识字技能的系统教学(人权高专办的报告几乎完全强调了这一点)之外,识字政策还应确保所有儿童都有广泛的识字社会化机会,这必须包括在学前和小学早期积极参与印刷。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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