Reading & Learning Clinic - MB, Canada

11/12/2025

11/12/2025

The State of Dyslexia lists information about dyslexia laws, education policies, and state-specific resources in every state in the United States. Stay informed about certification requirements, screening guidelines, and structured literacy standards to support effective dyslexia education and compl...

11/12/2025

Dyslexia is the most common learning disability, making it essential for states to enact policies that support students who struggle with reading.

11/12/2025

Thank you for sharing your perspective. Your feedback helps shape advocacy, collaboration, and awareness efforts that best support dyslexic learners, their families, and their educators. IDA’s 2025 Definition of Dyslexia: Dyslexia is a specific learning disability characterized by difficulties in ...

11/12/2025

As Dyslexia Awareness Month comes to a close, we’re proud to share our State of Dyslexia in the United States 2025 Report — a comprehensive look at enacted dyslexia laws and teacher training requirements in all 50 states.

This free report helps families, educators, and policymakers understand how each state supports students with dyslexia through screening, intervention, and evidence-based instruction.

📘 Download it for free here: https://tinyurl.com/stateofdyslexia2025

11/12/2025

11/12/2025

"one constant is that this and future definitions reflect the best that science has to offer.” - Hugh Catts

Read our takeaways and updates from DyslexiaCon2025: A New Definition of Dyslexia

https://www.idaontario.com/updates-from-dyslexiacon-2025-a-new-definition-of-dyslexia/

11/12/2025

Please review and sign up or apply for the following action projects, events and/or Scholarships

11/11/2025

RLCC provides coursework (Associate Part A and Part B ) on all of the following:

MB HRC - “This professional development will be particularly
critical during the period prior to and immediately following the implementation of the new
English Language Arts curriculum, as well as any future revisions to the French immersion and
Français lecture curriculums. The training should prepare educators to implement the new
curriculum by covering the following key concepts:
• Early reading skills and how they are developed;
• Direct, systematic and explicit instructional strategies;
• The role of screening and assessment in reading instruction and evidence-based
approaches to screening and assessment;
• Instructional planning, including length of instruction, use of evidence-based materials
and programs in classroom and small-group applications and differentiated approaches
to instruction;
• Early warning signs of risk for reading difficulties;
• The core features of learning specific disorders, including dyslexia, dysgraphia and
dyscalculia. Learning disabilities should be specifically named and explained to help
address the stigma and fear surrounding the naming of dyslexia and other specific
learning disorders; and
• Effective accommodations for reading difficulties and how to successfully implement
them in the classroom and school environment.”

11/11/2025

RLCC Part A and Part B Associate Courses (70-90 hours of coursework which could be expanded over many courses and years) provide the following:

MB HRC recommendations:
“the Commission
strongly recommends that Manitoba’s faculties of education ensure that future educators
understand critical concepts in teaching reading, including supporting reading instruction for
struggling readers and students with reading disabilities:
• Early reading skills and how they are developed, as well as models of reading development;
• Direct, systematic and explicit instructional strategies;
• The role of screening and assessment in reading instruction and evidence-based
approaches to screening and assessment;
• Instructional planning, including length of instruction, use of evidence-based materials
and programs in classroom and small-group applications and differentiated approaches to
instruction;
• Early warning signs of risk for reading difficulties;
• The core features of learning specific disorders, including dyslexia, dysgraphia and
dyscalculia. Learning disabilities should be specifically named and explained to help
address the stigma and fear surrounding the naming of dyslexia and other specific learning
disorders;
• Effective accommodations for reading difficulties and how to successfully implement them
in the classroom and the school environment;
• The importance of teaching foundational reading skills to address inequality for student
populations who experience systemic inequities, and the needs of students with different
difficulties and disabilities; and
• Other aspects of a comprehensive approach to literacy which are addressed in the research
but were not the focus of the Commission’s special project, such as evidence-based
instruction in oral language, reading comprehension, vocabulary knowledge, spelling and
writing.”

11/11/2025

Teacher Education - Although the first course - Associate Part A - provided 1 credit hour (28 professional development hours) via Manitoba Certification branch (although certification branch has not renewed this option due to nonresponse after repeated emails) - this Part A course is an intense 4 days of 30 hours with added assignments and professional reading plus formal oversight of practice if attendee is pursuing formal accreditation. This course should be part of the Faculty of Education course work requirements outlined as a recommendation by HRC.

Dr Valdine Bjornson has been working with educators across Canada. Her Doctor of Education study was about adults with dyslexia in Manitoba.

From HRC”…each faculty of education in Manitoba ensures that course content in Structured
Literacy is available to Teacher Candidates. Such course content should be in keeping with
current research regarding explicit and systematic instruction in the foundational skills that
contribute to efficient word reading: print concepts, phonological awareness, phonics, and
fluency.

“I did not learn what I needed to teach students to read in my B.Ed at all. Even after
getting my Masters in Language and Literacy, I needed to seek additional training in OG and
other programs to actually learn the techniques to teach reading. I also needed to do my
own research and further my own learning of reading disabilities.”