a new English Language Arts curriculum that includes phonological awareness, phonics, fluency, vocabulary and reading comprehension. Notably, the teaching of alphabetic skills based on the science of reading has replaced the use of various cueing systems and a variety of strategies to construct meaning from text. It is not yet clear whether the teaching practices will lean towards synthetic phonics, or analytic phonics, or a combination of the two. On January 27, 2022, the Ontario Human Rights Commission (OHRC) released a report on its public inquiry into the right to read. The OHRC's report deals with all students, not just those with learning disabilities. The inquiry found that Ontario is not fulfilling its obligations to meet students' right to read. The Minister of Education for Ontario responded to this report by saying the government is taking immediate action to improve student literacy and making longer-term reforms to modernize the way reading is taught and assessed in schools, with a focus on phonics. Their plan includes "revising the elementary Language curriculum and the Grade 9 English course with scientific, evidence-based approaches that emphasize direct, explicit and systematic instruction and removing references to unscientific discovery and inquiry-based learning, including the three-cueing system, by 2023." It remains to be seen whether Ontario's curriculum will lean towards synthetic phonics, analytic phonics, or a combination of both. United Kingdom A review of the teaching of early reading was undertaken by Sir Jim Rose at the request of the Department for Education. While the report often uses the term "Systematic Phonic work", it appears to support "Synthetic Phonics" as evidenced in the Rose Review in 2006. In fact, the Department of Education, England uses the term "systematic synthetic phonics". The following is a summary of the report's observations and recommendations concerning phonics: The skills of speaking, listening, reading and writing are used by (and are supported by) what it refers to as "high quality, systematic phonics". Young children should receive sufficient pre-reading instruction so they are able to start systematic phonics work "by the age of five". High quality phonics work should be taught as "the prime approach" to teaching reading, writing, and spelling. Phonics instruction should form a part of "a broad and rich language curriculum". Note: critics of this report point out that the report does not explain what they mean by this, nor does it offer any details on how to achieve this