Every child deserves the opportunity to learn to read.

Yet across Ireland, parents, teachers and children continue to report very different experiences of how reading difficulties and dyslexia are identified and supported.

For some children, difficulties are recognised early and effective intervention follows. For others, families describe years of waiting, repeated requests for help, private assessments and privately funded intervention.

Where a child lives or which school they attend should not determine their opportunity to become a reader.

International evidence shows that systems can do better. Ontario's Right to Read inquiry recommended systematic early screening, evidence-based reading instruction and intervention, stronger teacher preparation and consistent access to intervention for children who need it.

Ireland already has a small number of specialist reading schools and classes, but access depends on the provision available and individual schools' admissions processes. 

We are asking the Minister for Education and Youth and the Minister of State with responsibility for Special Education and Inclusion to advance reform in four key areas:

1. EARLY IDENTIFICATION

Develop a consistent national approach to identifying children at risk of reading difficulties early, so intervention can begin before children experience years of failure.

2. EVIDENCE-INFORMED LITERACY INSTRUCTION & INTERVENTION

Ensure that children who struggle to read receive explicit, systematic, evidence-informed literacy instruction and appropriately intensive intervention aligned with the Science of Reading, with their progress regularly monitored.

3. IMPROVED TEACHER EDUCATION

Strengthen initial teacher education and ongoing professional development so teachers are equipped with the knowledge and practical skills to teach reading effectively and identify and support struggling readers.

4. INCREASED ACCESS TO READING CLASSES

Expand access to specialist reading classes for children who require intensive intervention, with provision available within reasonable distance of children's local communities.

This is not about blaming teachers or schools.

Teachers need the training, resources, structures and specialist services to respond effectively when a child struggles to learn to read.

And families should not have to navigate this alone.

The Ontario experience demonstrates that literacy reform can address curriculum and instruction, screening, intervention, teacher education and system accountability together. 

We are asking Ireland to make the same fundamental commitment:

Identify early.

Teach effectively.

Train and support teachers.

Provide specialist intervention when children need it.

Learning to read should not depend on luck, geography or a family's ability to pay privately.

Please sign this petition if you believe:

Every child has the right to learn to read.

Kim & Tara

Crack the Code