There are several organizations and people who can offer sound scientific evidence and ideas for practice.


Which organizations or people do you rely on for support? How do we know who to trust?


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How can we put Research into Practice?

The Reading League Can Help!

This dedicated team of professionals has committed to:

  • Building awareness that the scientific research base exists;

  • Fostering an understanding of how the evidence base informs classroom practice;

  • Supporting educators as they implement instructional practices that align with the evidence base.

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The Ontario Branch of the International Dyslexia Association has and extremely comprehensive collection of knowledge about learning to read. CLICK HERE to access.

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This is a comprehensive website that includes high-quality information, webcasts, videos, resources, and on every topic about reading and writing. 

CLICK HERE for their page about Structured Literacy.

CLICK HERE for Reading Rockets FREE online Course MODULES.

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This website is filled with interactive and easy to understand information about every topic imaginable when it comes to learning differences like dyslexia, dysgraphia, dyscalculia, and ADHD. Really helpful for parents and students.


CLICK HERE for the Advocacy Toolkit for Literacy Based Learning Disabilities 6.0


Decoding Dyslexia Ontario is a grassroots movement (almost every US state has a Decoding Dyslexia chapter as well) led by parents who are concerned with the limited access to interventions for children with dyslexia in schools. They are parents, tutors, teachers & students who believe that all children should learn to read in the Province of Ontario.

CLICK HERE for new 2020 updates that include the use of the term "dyslexia" in the new Ontario Psychological Association Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities


mangpor2004 (Photographer). (2004). Child Reading at Desk at School. [digital image]. Shutterstock Royalty Free purchase.

We can learn a lot from students. They have ways of knowing and ways of being that are unique, and they have insights that could help us support them. Ask them.

In the video below, Gloria (despite above average intelligence) shares what it felt like to think that reading was simply a matter of memorizing words and guessing. She could not pick up on the sound-letter connections as easily as her peers. When she came to me in grade 3, she could not print, nor read the words 'the' or 'and'. It took her a lot of concerted effort (which she doesn't mind doing because she knows it is helping). 

Kovack, M. (2018). Gloria: Feelings About Learning to Read. [Video]. Retrieved from


The following list contains a few leaders that I have come to trust over the past 20-30 years due to the quality and complexity and integrity of their research and insights. I have also tested out this research in my practice, and have seen the benefits. There are many other researchers that also have wonderful things to add to the conversation about beginning reading instruction, and I appreciate the dedication and wisdom that these researchers bring to the conversation. This is an ongoing list - will update as I go along.


Tel: 705-309-7745


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© 2020 by Martha Kovack