FOCUS
Residency model powers district’s structured literacy reform
By Jeanne Sinclair, Joelle Rodway, Della Magnusson, Britney Morrish and Norma St. Croix
August 2024
The Canadian education system receives accolades on international assessments, yet nearly 1 in 5 of Canadian adults’ literacy skills are at a basic level or below (Statistics Canada, 2013). For decades, Canadian early literacy instruction has tended to emphasize implicit, inquiry-based teaching of global competencies, to the exclusion of explicit skills instruction (Wyse & Bradbury, 2022). While about 50% of children learn to read regardless of instructional style, many require explicit teaching in foundational skills to become successful readers. In fact, with effective instruction, over 90% of children can learn to read (Moats, 2020). In 2012, the Supreme Court of Canada ruled that learning to read is a fundamental human right and failure to provide appropriate education for students with reading disabilities is discriminatory (Moore
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Jeanne Sinclair is Assistant Professor in the Faculty of Education at Memorial University of Newfoundland and Labrador. Her research and teaching focus on the inclusive use of data in teaching and leadership, language and literacy assessment validity and cultural relevance, and theoretical questions in language and literacy development, especially pertaining to issues of social justice and equity.
Joelle Rodway ([email protected]) is Associate Professor of Leadership and Education at Ontario Tech University. Her research focuses on cultivating relational ecosystems that support professional learning as a strategy for whole system educational change.
Della Magnusson ([email protected]) brings over 17 years of experience as a classroom teacher and divisional consultant, dedicated to empowering and engaging educators. She currently serves as the Vice Principal of Gimli High School and the Literacy and Numeracy Consultant for Evergreen School Division. Passionate about evidence-based instructional pedagogy, she is committed to supporting instructional practices and enhancing student achievement.
Britney Morrish is a dedicated speech-language pathologist. Britney is deeply passionate about implementing evidence-based practices to foster effective communication and literacy skills. Through her work, she strives to advocate for educational practices that promote equity. With a focus on evidence-based interventions and structured literacy techniques, Britney is dedicated to supporting educators in empowering individuals to reach their full potential and achieve success in both academic and life endeavors.
Norma St. Croix ([email protected]) is currently an Assistant Teaching Professor at Memorial University Faculty of Education where she teaches Reading Development and Assessment. Norma’s research interests are assessment-informed decision making, reading instruction, and teacher education. She has over 35 years of education experience as an assistant teaching professor, consultant, program specialist, administrator, coach, and a teacher.
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