Summary
Saskatchewan has taken some important early steps toward improving literacy outcomes. The release of the draft Reading Scope and Sequence, with clear expectations for foundational skills from kindergarten to grade 3, signals the beginning of a larger shift toward evidence-based reading instruction. We are also encouraged by the province’s current work on a public procurement process for universal screening tools, another strong sign of forward momentum.
While these developments are promising, significant work remains. The core English Language Arts (ELA) curriculum still promotes cueing strategies, and key guidance documents such as Saskatchewan Reads continue to reflect outdated balanced literacy practices. There are no provincial requirements for using evidence-based interventions, no consistent policies to monitor student progress or communicate results to families, and teacher licensing standards do not require knowledge of reading science or dyslexia.
With continued leadership and coordinated action, Saskatchewan has an opportunity to build on this momentum and make lasting, system-wide improvements that benefit all learners.
1. Curriculum and instruction
Have references to three-cueing been removed from the curriculum and instructional guidance documents?
Saskatchewan has signalled an intent to align with structured literacy by releasing a draft ‘Reading Scope and Sequence’ as an appendix to the existing curriculum. However, the original 2010 ELA curriculum still includes references to cueing strategies. We hope to see a complete curriculum rewrite that fully aligns with structured literacy to ensure consistent, evidence-based instruction for students across the province.
Does the province have specific and measurable expectations for foundational skills for kindergarten to grade 3?
In June 2025, the province released a draft Reading Scope and Sequence that includes specific and measurable expectations for foundational skills from Kindergarten to Grade 3.
Is instructional guidance aligned with structured literacy?
While the draft Scope and Sequence does mention structured literacy, the province has not updated or replaced the instructional guidance document Saskatchewan Reads, which does not support structured literacy.
2. Screening
Has the province publicly committed to implementing universal early screening?
While universal screening was a key recommendation in the Saskatchewan Human Rights Commission’s 2023 report Equitable Education for Students with Reading Disabilities, the province has not yet formally committed to implementation. Encouragingly, several school divisions have begun screening on their own, ahead of any provincial requirement. The province has also opened a public procurement process for screening tools, which is a positive sign. We remain hopeful that a province-wide mandate will follow soon so that all children in Saskatchewan, regardless of where they live, can benefit from early identification and support.
Does the province require schools to use screening tools that are evidence-based, valid and reliable?
Saskatchewan still recommends that schools use levelled reading assessments. As the province works to select evidence-based screening tools, we expect this guidance to be updated.
Is there a policy or regulation requiring schools to screen all kindergarten to grade 2 students at least twice yearly?
There is no screening policy in Saskatchewan at this time.
3. Intervention
Is there a policy or guidance document that specifies how schools will use screening data to guide intervention decisions?
There is no policy or guidance document outlining how schools should use screening data to guide intervention decisions, because the province has not yet required schools to collect or use screening data. Without universal screening in place, this type of policy is not yet possible.
Is there a requirement that schools use evidence-based interventions?
There is currently no requirement in Saskatchewan for schools to use evidence-based interventions. Clear guidance in this area is critical to ensure students receive instruction that is proven to work, and we hope to see the province establish this expectation.
Is there a policy that requires schools to track intervention delivery?
Schools are not currently required to track how interventions are delivered. Such tracking is important for accountability and ensuring that students receive consistent and effective support. We hope the province will introduce a policy in this area.
Is progress monitoring mandatory?
There is no requirement for schools in Saskatchewan to conduct regular progress monitoring for students receiving intervention. Making this mandatory would help educators adjust instruction and ensure students are on track. We hope to see this added as implementation continues.
Is there a policy requiring schools to share intervention implementation and progress monitoring data with parents?
Currently, there is no policy in Saskatchewan requiring schools to share information about intervention and progress monitoring with parents. Transparent communication is essential to building trust and ensuring families can advocate effectively for their children. We hope the province will introduce clear expectations in this area.
Is the province collecting pre- and post-intervention data to continuously evaluate programs and drive system improvement?
Saskatchewan does not currently collect intervention outcome data at the provincial level. System-wide data collection is vital to evaluating what’s working and improving practices over time. We hope the province will move in this direction as screening and intervention practices evolve.
4. Teacher Training
Do teacher licensing standards require teachers to learn about reading science?
While elementary teacher candidates in Saskatchewan must complete six credit hours in reading and language instruction, there are no specific requirements for what must be taught in those courses. Licensing standards do not mandate coursework aligned with the science of reading. Stronger requirements are needed to ensure all teachers understand how children learn to read.
Do teacher licensing standards require teachers to learn about dyslexia?
Saskatchewan does not require teachers to take a course on inclusive education, and dyslexia is not specifically named in licensing standards. While teacher candidates must complete six credit hours in educational psychology, there is no guarantee that dyslexia will be covered. As a result, many new teachers may enter the classroom without essential knowledge about how to identify and support students with dyslexia.
Do teacher licensure standards require teachers to have the knowledge and skills necessary to provide structured literacy instruction?
Saskatchewan’s professional standards state that teachers must “demonstrate a professional level of knowledge about the curriculum,” but they do not specify knowledge of the essential components of structured literacy. With recent curriculum changes, we hope teacher training programs will align their courses accordingly, but this is not currently required. There is no clear outline of the specific knowledge and skills teachers need to deliver structured literacy. Adding this clarity would help ensure greater consistency in preparation.
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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