Dyslexia Canada is encouraged by the Government of Saskatchewan’s recent announcement outlining new supports for early literacy, including a move toward evidence-based instruction and the introduction of early reading screening. This direction reflects a growing recognition across Canada that how we teach children to read in the early years matters deeply, especially for students at risk for reading difficulties, including those with dyslexia.
This announcement also aligns closely with the findings of the Saskatchewan Human Rights Commission, which released its Equitable Education for Students with Reading Disabilities report in 2023. That inquiry found that students with reading disabilities in Saskatchewan are not being consistently identified or supported. The commission called for changes to both instructional practices and the introduction of universal early reading screening. Similar conclusions were reached in 2022 by the Ontario Human Rights Commission and in 2025 by the Manitoba Human Rights Commission, both of which also recommended updates to curriculum and the implementation of universal early screening as essential steps toward equity.
Why evidence-based instruction in Kindergarten to Grade 3 matters
Decades of research show that strong, evidence-based instruction in Kindergarten through Grade 3 is critical for all students. High quality explicit and systematic instruction in foundational reading skills benefits every learner, and is especially important for students who are at risk for reading difficulties, especially students with dyslexia. When evidence-based practices are embedded in core classroom instruction, fewer students struggle, and fewer require intensive intervention later on.
What early reading screening is and why it matters
Early reading screening is a fast and reliable way to understand if children are on track with learning to read. Screening does not diagnose dyslexia and it is not a test for grading or labeling students. When used well, screening allows schools to act before students fall significantly behind. It also provides valuable information that can strengthen classroom instruction for all students. Universal screening is a cornerstone of prevention and early intervention, and it has been repeatedly recommended by human rights commissions as a necessary component of equitable education systems.
Implementation matters
While we are encouraged by Saskatchewan’s direction, it is essential to recognize an important reality. Most educators currently working in Canadian classrooms were not trained in evidence-based reading instruction or in the use of early screening tools during their pre-service education. This is not a failure of teachers. It is a systems issue.
For these changes to lead to meaningful improvements for students, implementation must be thoughtful, well-resourced, and sustained over time. Educators need high-quality professional learning, practical classroom-ready resources, and ongoing coaching and support. One-time training is not enough. Lasting change requires long-term commitment and structures that support educators as they build confidence and expertise, along with critical changes to initial teacher training.
Saskatchewan is not alone
Across Canada, provinces and territories have been updating their approaches to early reading instruction and assessment. By the time Saskatchewan implements early reading screening in 2026, it will join the majority of provinces that have made a commitment to universal early screening as part of a broader shift toward evidence-based literacy practices.
This momentum reflects a growing consensus that reading outcomes can and must improve, and that systems have a responsibility to use approaches grounded in research and aligned with human rights obligations.
A cautiously optimistic outlook
Dyslexia Canada is cautiously optimistic about Saskatchewan’s announcement. The direction is promising and aligns with clear recommendations from human rights inquiries and decades of research. The real impact, however, will depend on how these commitments are implemented and sustained in classrooms and schools.
We look forward to continued collaboration with educators, families, and policymakers to ensure that these changes translate into earlier identification, stronger instruction, and better outcomes for all children, including those with dyslexia.