Linking recommendations from psycho-educational reports to curriculum outcomes for the Atlantic Provinces: Examining evidence-based practices in reading

Abstract

This thesis examined evidence-based practices in instruction for students struggling to acquire

reading skills. These practices were then used to formulate recommendations which relate to the

Atlantic Canada English language arts curriculum outcomes. The two main purposes for this

thesis were to better inform school psychologists and teachers about evidence-based practices in

reading instruction for students who struggle with reading; and to relate psycho-educational

recommendations to the curriculum outcomes provided in the Atlantic Canada English Language

Arts Curriculum, both in the Elementary K-3 (e.g., New Brunswick Department of Education

Curriculum Development Branch, 1998) and Grades 4-6 (e.g., Nova Scotia Department of

Education and Culture, 1998) documents.