While this report has been written primarily for teachers of Kindergarten to Grade 3, its message is important for everyone in Ontario with an interest in early reading achievement, including school and board administrators, parents, early childhood educators, community partners, and faculties of education.

Electronic reproduction. Available online at: http://tdsbweb/webdocuments/SchoolServices/EnglishLiteracy/docs/Early%20Reading%20Report.pdf. Cover title. Issued also in French under title: Stratégie de lecture au primaire : rapport de la Table ronde des experts en lecture. Co-chair: Dany Laveault, Bonnie McEachern--P. 5 (2nd group). Title on e-workshop site: Expert panel report on early reading, kindergarten to grade 3.

1. Setting the Context -- The Ontario Context -- English-language Instruction -- French-language Instruction -- About the Early Reading Panel -- Building on Common Ground -- Panel Members -- 2. Why Early Reading Matters -- Stages of Reading Development -- Reading to Learn -- Making It Happen -- Laying a Strong Foundation -- Reading in a Second Language -- 3. Effective Reading Instruction -- Goals of Reading Instruction -- Knowledge and Skills for Reading -- Oral Language -- Prior Knowledge and Experience -- Concepts About Print -- Phonemic Awareness -- Letter-Sound Relationships -- Vocabulary for Reading -- Metacognition and Comprehension Strategies -- Higher-Order Thinking Skills -- Instruction -- Phonics and Word Study -- Read-Aloud -- Shared Reading -- Guided Reading -- Comprehension -- Independent Reading -- Assessment, Evaluation, and Reporting -- Assessment -- Choosing Assessment Strategies -- Linking With the Curriculum Expectations -- Evaluation -- Reporting -- Teaching Practices -- 4. Help For Children With Reading Difficulties -- The Nature of Reading Difficulties -- Preparation for Literacy -- Early Identification and Intervention -- Implementation Process -- Characteristics of Successful Interventions -- Children at Risk of Reading Difficulties -- Literacy Teamwork -- Professional Development -- Beyond Early Intervention -- 5 Target Setting and School Improvement -- School- and Board-based Assessment -- Province-wide Assessment -- Improvement Planning -- Role of the Teacher -- Providing Knowledge and Skills -- Motivating Children to Read -- Planning and Organizing -- Observing and Assessing -- Promoting Teamwork -- Making Cultural Connections -- Pursuing Professional Expertise -- 7 Supportive Leadership -- Supporting Professional Development -- Role of the Principal -- Sharing Leadership -- Promoting Learning Teams -- Optimizing School and Classroom Timetables -- Supporting Classroom Instruction -- Setting Targets That Improve Student Achievement -- Developing the School Literacy Plan -- Promoting Home/School/Community Partnerships -- Providing Interventions and Supports -- Role of the Lead Literacy Teacher -- Observing, Coaching, and Mentoring -- Promoting Learning Teams -- Managing Resources -- Analysing and Interpreting Student Achievement Data -- Role of the Superintendent -- Creating Vision and Focus -- Building Leadership -- Setting Targets That Improve Student Achievement -- Managing Resources -- 8 Home and Community Connections -- Parental Involvement -- Reading in the Home Language -- Parents in the Classroom -- Encouraging Family Involvement -- Cultural Enrichment and Support -- The Francophone Context -- Community Agencies -- Universities -- 9 Conclusion -- Glossary -- Sources and Suggested Readings. .