Each year, Dyslexia Canada’s Educational Excellence Awards recognize those making a meaningful difference in the lives of students with dyslexia. These awards celebrate educators who embrace evidence-based practices, prioritize early identification, and work to ensure that every student has the opportunity to learn to read.
Signe Williams, Literacy Coordinator for Anglophone School District West in New Brunswick, and the K–grade 5 Literacy Team were honoured with the Dyslexia Canada 2025 Educational Excellence Award. The award celebrates their tireless efforts to transform literacy instruction and improve outcomes for thousands of students across the province.
Signe’s journey into structured literacy reform began in 2018 during the final stages of her master’s degree. When prompted to explore current research in education, she was struck by how little she actually knew about the latest developments in literacy science. “I couldn’t even name a current researcher in education,” she recalls. That realization sparked a deep dive into evidence-based practices and led her to journalist Emily Hanford’s influential piece, Hard Words, which critiques the widespread use of unsupported reading strategies. “I was angry,” Signe admits. “And I started asking hard questions.”
At the time, Signe was a literacy coach and began pushing for changes grounded in the science of reading. This meant moving away from outdated models like balanced literacy and embracing approaches rooted in phonemic awareness, orthographic mapping, and explicit instruction. At the time, these terms were new to her.
Colleague Sarah Carr had a similarly transformative moment after reading Brain Words by Richard Gentry and Gene Ouellette, a book that would become foundational to the team’s literacy shift. “I had a professional learning session coming up on Monday, and it was Friday. I read the book over the weekend and completely rewrote my session,” she recalls. “We couldn’t gatekeep this information. Teachers needed to know it.”
Tracy Davis, another member of the literacy team, initially resisted the shift. Still immersed in balanced literacy, she wasn’t immediately convinced until Sarah visited her classroom and helped her try new methods. “Within a month, I saw the difference,” Tracy says. “One student who had never attempted to spell words was suddenly working independently and confidently.”
Together, the team supports 431 teachers across 35 elementary schools, impacting more than 7,000 students. Their approach is marked not just by passion but by deep collaboration. “We are united,” says Signe. “We’ve built a culture where we leave our egos at the door. Our goal isn’t to be right—it’s to get it right.”
They’ve implemented district-wide professional learning for Grade 1 teachers, introduced decodable texts, and prioritized explicit instruction in phonics and spelling. Their work has inspired cultural change and, more importantly, real results for students.
One moment stands out for Sarah: a student telling her, “I can only read the books where the last word is different.” It was a devastating but clarifying truth about how ineffective some older methods had been. That student and many others are now experiencing success because of this team’s courageous work.
The Dyslexia Canada award not only honours past achievements—it affirms the direction they’re heading. As Signe puts it, “We’re building something that matters. We’re making literacy equitable. And we’re not stopping.”
Messages of support:
“I am delighted to recognize the efforts of Signe Williams and the Anglophone West K-5 Literacy Team as they receive the 2025 Dyslexia Canada Educational Excellence Award.
Your tireless efforts, collaborative spirit and outstanding support of other educators are an example of what can be achieved when students are put first, regardless of the barriers they may face.
You have gone above and beyond the call of duty to empower your colleagues with the tools, knowledge and confidence to deliver evidence-based reading instruction and early screening to help eliminate dyslexia as a barrier to student success. By extension, you have had a direct, positive impact on student literacy, success, and overall quality of life. For this, I, and the Department of Education and Early Childhood Development are immensely proud.
Thank you for all you do to support students and educators in the Anglophone West School District, and congratulations on this outstanding achievement.”
- Dr. Claire Johnson, Minister of Education and Early Childhood Development