Dyslexia Canada is a national charity committed to ensuring every child with dyslexia receives a fair and equitable education.
Dyslexia Canada was founded in 2016 by a group of successful individuals with dyslexia and parents of children with dyslexia. They recognized that the education system was failing to meet the needs of the current generation of dyslexic children and set out to change that. From the beginning, the group chose to focus on public education because it is accessible to all children across the country and represents the most powerful lever for achieving large-scale impact.
To understand what needed to change, they conducted extensive research, consulted with experts across Canada and internationally, and examined existing school policies and practices. Through this work, they identified four key areas that must be addressed to ensure that children with dyslexia receive the support they need to thrive and get off to a strong start in school and life:
Classroom instruction – From the start, Dyslexia Canada’s top priority has been improving reading instruction. At the time we were founded, most schools were using ineffective methods, leaving many children—dyslexic or not—struggling to read. This overwhelmed special education resources and left little support for students with dyslexia who needed targeted help. By advocating for evidence-based instruction for all, we aim to reduce this burden and ensure children with dyslexia get the programming they need. Our work in this area has resulted in major changes: as of 2025, the majority of provinces have either updated their curriculum or committed to doing so in order to align with the science of reading.
Evidence-based reading screening – For decades, effective screening tools have been available to identify children at risk for reading difficulties as early as kindergarten. Yet when Dyslexia Canada was formed, no province had implemented universal screening. Children were often not identified as having reading issues until grade 3 or later, by which time they were often years behind their peers, and their self-esteem and confidence were shattered. Changing this has been a central priority. As of fall 2025, 61% of children in kindergarten to grade 2 across Canada will be screened under new provincial guidelines—a critical step toward early identification and support.
Effective early and ongoing intervention – Too often, children who need more than classroom instruction alone are left without the help they need unless parents are able to pay for private tutoring or become relentless advocates. This creates a serious equity gap. Intervention is far more effective when it begins in kindergarten or grade 1, yet it is still commonly delayed until grade 3 or later. We advocate for support to start as soon as children are identified through screening, before they fall behind, and to continue for as long as needed so they can succeed in school. Intervention must also be closely tracked and monitored so parents know whether or not it’s happening and if it’s effective.
Teacher training and support – Teachers across Canada have been let down by university preparation programs that often ignore the science of learning and promote outdated ideas about reading and dyslexia. This leaves new teachers unprepared and existing teachers without the knowledge and skills they need. We advocate for changes to teacher training standards so that all new teachers graduate ready to teach every child to read. At the same time, we support current educators through professional learning and practical resources. Our ONlit project, created in partnership with the province of Ontario, has grown into a warm and welcoming community of more than 20,000 educators from across Canada. Members take part in regular Zoom discussion groups, use our extensive library of resources, connect with experts, and work together to bring evidence-based literacy instruction into their classrooms.
At Dyslexia Canada, our work is guided by a set of values that reflect our commitment to children and families:
Equity – Every child deserves access to the instruction and support they need to succeed, regardless of where they live or their family’s resources.
Evidence – We advocate for approaches to teaching and learning that are grounded in the best available research.
Collaboration – Change is only possible when families, educators, researchers, and policymakers work together toward a common goal.
Inclusion – We believe in creating environments where children with dyslexia feel understood, supported, and empowered to reach their full potential.
