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[2] Ontario Ministry of Education. (2013). Learning for all: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Queen’s Printer for Ontario. https://www.ontario.ca/page/learning-all-guide-effective-assessment-and-instruction-all-students-kindergarten-grade-12
[3] Vaughn, S., Linan‑Thompson, S., & Hickman, P. (2003). “Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities.” Exceptional Children, 69(4), 391–409 VitalSource+11SAGE Journals+11International Dyslexia Association+11.
[4] Vaughn, S., Linan-Thompson, S., Kouzekanani, K., Bryant, D. P., Dickson, S., & Blozis, S. A. (2003). Group size and time allocation in reading intervention with older students with reading difficulties. Journal of Learning Disabilities, 36(5), 456–466.
[3] Ministry of Education. (2023, July 28). Policy/program memorandum 168: Reading instruction and early reading screening. Queen’s Printer for Ontario. https://www.ontario.ca/document/education-ontario-policy-and-program-direction/policyprogram-memorandum-168
[4] York Region District School Board. (2025.). Understanding how processing affects learning: A guide to supporting all students, particularly students with learning disabilities. https://www2.yrdsb.ca/student-support/special-education/understanding-how-processing-affects-learning-chart
[5] Ontario Ministry of Education. (2022). Effective early reading instruction: A teacher’s guide. Queen’s Printer for Ontario. https://www.ontario.ca/page/effective-early-reading-instruction-teachers-guide
[6] Lovett, M. W., Steinbach, K. A., & Frijters, J. C. (2000). Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities, 33(4), 334–358.
[7] Brown, R. (2007). No more “waiting to fail.” Educational Leadership, 65(2), 40–46. Association for Supervision and Curriculum Development. https://ascd.org/el/articles/no-more-waiting-to-fail
[8] Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator, 44(2), 4–9, 39.