Summary
Newfoundland and Labrador has begun to take steps toward aligning early literacy instruction with research, creating a foundation for future progress. Some professional learning initiatives have introduced educators to structured literacy practices, reflecting growing awareness of the need for change. However, the province’s English Language Arts curriculum still references three-cueing and does not clearly define expectations for foundational reading skills in the early grades. There is no provincial requirement for universal early screening or for the use of evidence-based assessment tools to identify students at risk. Strengthening curriculum guidance, screening practices, intervention frameworks, and teacher preparation standards will be essential next steps in improving literacy outcomes for all students.
1. Curriculum and instruction
Have references to three-cueing been removed from the curriculum and instructional guidance documents?
While Newfoundland and Labrador has updated the kindergarten program, which is encouraging, the curriculum indicators for other grades still include references to three-cueing strategies. These approaches are not supported by reading science and may lead students to rely on ineffective guessing strategies rather than developing strong decoding skills.
Does the province have specific and measurable expectations for foundational skills for kindergarten to grade 3?
While we understand that the province is committed to updating curriculum documents and has made progress at the Kindergarten level, we could not find specific and measurable expectations for foundational literacy skills in grades 1 to 3. Clear, grade-by-grade expectations are essential to ensure consistent instruction and support across classrooms.
Is instructional guidance aligned with structured literacy?
Although the province’s approved resource list for Kindergarten includes only resources aligned with a structured literacy approach, the guides for Grade 1 and up continue to reflect a balanced literacy model. Structured literacy resources are included only as “supplementary” materials rather than core instructional tools. This undermines implementation by sending mixed messages to educators and can result in inconsistent or ineffective instruction.
2. Screening
Has the province publicly committed to implementing universal early screening?
While there has been no formal public announcement, the province has indicated that it is exploring early literacy screening and is currently training a group of teachers to support initial implementation in schools this fall.
Does the province require schools to use screening tools that are evidence-based, valid and reliable?
Since there is not yet a formal screening policy in place, the province has not established a requirement for the use of a specific tool. However, because Newfoundland and Labrador does not have school boards, it is well positioned to select and implement a single high-quality screening tool consistently across all schools. Given the recent steps to begin training teachers, we’re hopeful this will be formalized soon.
Is there a policy or regulation requiring schools to screen all kindergarten to grade 2 students at least twice yearly?
There is currently no policy or regulation requiring schools to screen all Kindergarten to Grade 2 students at least twice yearly. However, the province’s recent steps toward training educators and exploring screening are encouraging, and we hope these efforts will lead to the development of a clear and consistent policy.
3. Intervention
Is there a policy or guidance document that specifies how schools will use screening data to guide intervention decisions?
Coming soon!
Is there a requirement that schools use evidence-based interventions?
Coming soon!
Is there a policy that requires schools to track intervention delivery?
Coming soon!
Is progress monitoring mandatory?
Coming soon!
Is there a policy requiring schools to share intervention implementation and progress monitoring data with parents?
Coming soon!
Is the province collecting pre- and post-intervention data to continuously evaluate programs and drive system improvement?
Coming soon!
4. Teacher Training
Do teacher licensing standards require teachers to learn about reading science?
There is no requirement that pre-service teachers learn about reading science. Memorial University now offers a master’s program in reading science that has been well received, but this content should be included in initial teacher training to ensure all educators are prepared to teach reading effectively.
Do teacher licensing standards require teachers to learn about dyslexia?
There is no requirement to learn about dyslexia. Some teacher candidates may be exposed to this content, but many graduate without the knowledge needed to identify and support students with reading difficulties.
Do teacher licensure standards require teachers to have the knowledge and skills necessary to provide structured literacy instruction?
These components are not clearly outlined in licensure standards. With curriculum updates underway, we hope pre-service training will continue to strengthen.
Is the province investing in professional development for existing teachers to support their shift to a structured literacy approach?
We could not find public information about a province-wide investment. As the province moves forward on early literacy, providing high-quality professional learning will be essential.
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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