Dr. Pam Snow joins Dr. Kathryn Garforth to discuss how we can use the recommendations from the Ontario Human Rights Commission's Right To Read Initiative to initiate school level change. 

Dr. Kathryn Garforth and Kim Lockhart discuss how the recommendations from the Ontario Human Rights Commission's Right to Read Initiative can be applied to French Language programs.

Dr. Kathryn Garforth and Cheryl Urbanczyk from Learn Literacy discuss the various terms discussed in the Ontario Human Rights Commission's Right To Read Public Inquiry Report and supporting documents.

Dr. Kathryn Garforth speaks to Dr. Linda Siegel about ways that we can avoid past mistakes when it comes to the Right To Read Public Inquiry. The Ontario Human Rights Commission's report if full of excellent information and has 157 Recommendations providing the exact steps that need to be taken to improve reading instruction. The research has been reported before and it is important the effort put into this report does not go to waste for other education systems.

Dr. Kathryn Garforth and Heather Ballantine from Root Literacy Design speak about her work with supporting The Compass School on their journey to using structure literacy practices.

Dr. Kathryn Garforth speaks with Michelle V, a grade 2 teacher from Ontario, Canada about how she began her Science of Reading journey last summer and how she has employed her new knowledge this year with her students.

Dr. Kathryn Garforth and Dr. Steven Dykstra discuss why the recommendations made in the Ontario Human Rights Commission's Right to Read Public Inquiry are aligned with the current research related to reading instruction.

Dr. Kathryn Garforth and Melanie Brethour an elementary teacher and founder of Decoding Dyslexia Quebec discuss her journey to structured literacy.

Dr. Kathryn Garforth and Jenny Gray of Watermelon works discuss how the recommendations made in the Ontario Human Rights Commission's Right To Read Public Inquiry can be applied to  French literacy instruction at the school level. The discuss how the students in the different types of French  schooling in Canada require different approaches to literacy instruction because of the knowledge they bring with them.