Personal Philosophy: Reading Development

My philosophy of reading development is grounded in the recognition that reading is a complex, multidimensional, and strategic process in which readers actively interact with text, employ a range of strategies during interaction, and draw on prior knowledge and understanding of the world in order to (co-)construct meaning. Reading is not only a decoding activity but also a meaning-making process in which learners interact with texts, apply strategies, engage in critical thinking, and are able to apply what they read in meaningful contexts.

My approach to reading development is informed by the Science of Reading, including Gough and Tunmer’s (1986) Simple View of Reading and Scarborough’s (2001) Reading Rope, which emphasize that reading comprehension emerges through the interaction between decoding skills and language comprehension. While my instructional context primarily involves English language learners (ELLs) and secondary-level readers who often demonstrate adequate decoding skills, the Queen’s AQ Reading Part I course has reinforced the importance of explicit, systematic instruction across all components of reading when gaps are present, regardless of learner age.

I believe that equitable reading instruction requires a reading educator’s intentional attention to the foundational skills of reading, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing connections, supported by evidence-based practices. The Ontario Human Rights Commission’s (2022) Right to Read Inquiry Report has further shaped my philosophy by highlighting reading as a human right and reinforcing the need for reading instruction that is inclusive, evidence-informed, and responsive to learner diversity.

Culturally responsive pedagogy plays a pivotal role in my reading instruction. I believe literacy learning must honour learners’ identities, home languages, and lived experiences while also ensuring access to the skills required for academic success. Integrating Indigenous perspectives, diverse texts, and opportunities for critical thinking and reflective practice supports learner engagement, as well as reconciliation, while maintaining alignment with structured literacy practices.

Assessment is integral to instruction and must be multi-pronged, transparent, and equitable. As scholars have suggested, I value triangulating assessment evidence through observations, conversations, and products, while ensuring that formal evaluation remains aligned with learning goals and success criteria. Scaffolded tasks, assistive technology, differentiated instruction (DI) and Universal Design for Learning (UDL) principles provide learners with multiple pathways to access learning, engage meaningfully, and demonstrate reading achievement without lowering expectations.

In brief, my goal as a reading educator is not simply to develop fluent decoders, but to support learners in becoming strategic, self-directed readers who use literacy to think critically and participate responsibly in their communities, with a commitment to equity, ethical responsibility, and social justice. I aim to nurture reflective readers and emerging leaders who are community-oriented and committed to using literacy as a tool for informed participation, service, and positive change.

References

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.

Ontario Human Rights Commission. (2022). Right to Read Inquiry Report: Public inquiry into human rights issues affecting students with reading disabilities. Government of Ontario. https://www3.ohrc.on.ca/sites/default/files/FINAL%20R2R%20REPORT%20DESIGNED%20April%2012.pdf

Ontario Ministry of Education. (2007). The Ontario Curriculum, Grades 11 and 12. Queen’s Printer for Ontario. https://www.edu.gov.on.ca/eng/curriculum/secondary/english1112currb.pdf

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). Guilford Press.