Summary
Nova Scotia has made strong progress in aligning literacy instruction with research. The province removed references to three-cueing from its updated Primary to Grade 2 curriculum and introduced new P–6 English Language Arts curricula with clear expectations for foundational skills. Teacher Guides support structured literacy through explicit, systematic instruction. The 2024 Literacy Intervention Framework outlines a Multi-Tiered System of Supports and recommends evidence-based screening and intervention practices, including twice-yearly screening and progress monitoring. While these recommendations are not yet formal policy, they provide a strong foundation for future work. Continued progress will depend on strong implementation supports, including sustained professional learning, practical classroom resources, and clear guidance to help educators translate evidence-based reading instruction into everyday practice.
1. Curriculum and instruction
Have references to three-cueing been removed from the curriculum and instructional guidance documents?
Nova Scotia has made significant progress, including the removal of three-cueing references from its updated Primary to Grade 2 curriculum released in 2024.
Does the province have specific and measurable expectations for foundational skills for kindergarten to grade 3?
The Primary to Grade 2 and the recently-released Grade 3-6 English Language Arts (ELA) curricula include specific and measurable expectations for foundational language and literacy skills.
Is instructional guidance aligned with structured literacy?
Instructional guidance in the P-2 and 3-6 Teacher Guides is aligned with structured literacy, providing educators with clear support for delivering explicit, systematic instruction in the early grades.
2. Screening
Has the province publicly committed to implementing universal early screening?
In 2024, Nova Scotia introduced a new Literacy Intervention Framework that recommended universal early screening. While this was not a formal policy document, it marked an important step. Since then, we understand the province has been working toward formalized requirements.
Does the province require schools to use screening tools that are evidence-based, valid and reliable?
The Literacy Intervention Framework provided a strong definition of what constitutes an evidence-based screening tool and included examples. We’re optimistic that as formal requirements are developed, this commitment to high standards will be reflected in policy.
Is there a policy or regulation requiring schools to screen all kindergarten to grade 2 students at least twice yearly?
The 2024 Literacy Intervention Framework does recommend screening at least twice per year, which is a promising signal. We’re hopeful that when a formal screening policy is introduced, it will include this important requirement.
3. Intervention
Is there a policy or guidance document that specifies how schools will use screening data to guide intervention decisions?
Nova Scotia’s Literacy Intervention Framework is a strong guidance document that outlines a Multi-Tiered System of Supports (MTSS) model, which emphasizes the use of screening and other data to guide decisions about intervention and support for students.
Is there a requirement that schools use evidence-based interventions?
While Nova Scotia’s Literacy Intervention Framework recommends the use of research- and evidence-based interventions and explains why they are important, we could not find any indication that their use is currently required or mandatory.
Is there a policy that requires schools to track intervention delivery?
While the Literacy Intervention Framework highlights the importance of implementing interventions with fidelity, it does not include a recommendation that schools track intervention delivery or monitor implementation to ensure fidelity has been achieved.
Is progress monitoring mandatory?
Progress monitoring is not currently mandatory in Nova Scotia. However, the Literacy Intervention Framework includes a dedicated section on progress monitoring, clearly explaining its importance and recommending appropriate tools. The guidance provided in this area is among the strongest in Canada. We’re hopeful that as screening tools are fully implemented and formalized, the province will build on this strong foundation by making progress monitoring a requirement.
Is there a policy requiring schools to share intervention implementation and progress monitoring data with parents?
We did not find any evidence of a requirement for schools to collect and report pre- and post-intervention data. However, because Nova Scotia has eliminated school boards and now has more direct control over education delivery, the province is well positioned to implement consistent data collection and use that information to support system-wide improvement.
Is the province collecting pre- and post-intervention data to continuously evaluate programs and drive system improvement?
We were unable to find any evidence of a policy that requires schools to share information about intervention implementation or progress monitoring data with parents.
4. Teacher Training
Do teacher licensing standards require teachers to learn about reading science?
Coming soon!
Do teacher licensing standards require teachers to learn about dyslexia?
Coming soon!
Do teacher licensure standards require teachers to have the knowledge and skills necessary to provide structured literacy instruction?
Coming soon!
Is the province investing in professional development for existing teachers to support their shift to a structured literacy approach?
Coming soon!
This page was last updated on August 20, 2025 and reflects the best information we found at the time. If you know of any recent developments or have suggestions for useful links or updates to include, please contact us at info@dyslexiacanada.org.
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