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We removed all the guided reading levels and colours on the Je lis, je lis  littératie ! books following the report of the Right to Read Inquiry and other international research that has influenced a paradigm shift in best practices for reading instruction across Canada. Below is an excerpt taken from the report:

“The Right to Read inquiry, which focused on early reading skills, found that Ontario’s public education system is failing students with reading disabilities (such as dyslexia) and many others, by not using evidence-based approaches to teach them to read.”

The report includes 157 recommendations to the Ministry of Education, school boards and faculties of education on how to address systemic issues that affect the right to learn to read. 

One of their recommendations refers to levelled readers:

“Remove all references to levelled readers and incorporate references to decodable texts in Kindergarten to Grades 1 or 2 (or in later reading interventions) and/or to practicing word reading in less controlled books that are nonetheless selected to provide practice for word-reading skills for young readers, and with appropriate reading materials, other than levelled readers, in later elementary grades. Reading materials should be selected based on other criteria appropriate for developing reading competence, language and knowledge.”

After the publication of this report, which influenced most school boards in Canada, we asked Johanne Proulx to develop a framework of reading stages for RK Publishing that outlines the process of learning to read, in order to apply the recommendations. These stages are based on the students’ experience and not their age or grade level. 

All Je lis, je lis ! readers have been carefully studied and classified according to this new stages of reading framework.

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