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Based on Spring 2025 focus groups, it highlights gaps in pre-service teacher preparation, heavy reliance on teachers to source resources, and staffing and budget constraints that limit interventions. It outlines priorities including stronger foundational training, ongoing accessible professional learning, universal vetted resources, expanded planning and collaboration time, and meaningful teacher input in literacy policy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/lets-talk-about-literacy-report-highlights/583184/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/lets-talk-about-literacy-report-highlights/583184.png","ImageObject",300,407,{"name":92,"@type":93},"\tJames","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did BC teachers report as major gaps in literacy instruction?","Question",{"text":112,"@type":113},"Teachers described feeling unprepared to teach reading due to critical gaps in pre-service teacher preparation programs focused on literacy instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do resource and staffing constraints affect literacy support?",{"text":117,"@type":113},"Teachers noted that funding differences across districts can force them to spend personal time and money on literacy resources, while inadequate staffing and insufficient budgets reduce available human and material support.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the report’s stance on universal early literacy screening?",{"text":121,"@type":113},"Teachers expressed support for screening but emphasized the need for adequate time and staffing for meaningful implementation and for using screening results to drive appropriate student support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583184,1792189693,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336474466412,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Let’s Talk About Literacy  \nResearch on the Road  \nOctober 2025  \nAcknowledgement Of Traditional Territory  \nBC Teachers’ Federation members and staff live, teach, and carry out union work on the traditional and unceded territories of the many First Nations Peoples of British Columbia. We specifically acknowledge the unceded joint territory of the xʷməθkʷə əm (Musqueam), səlilwətaɬ (Tsleil Waututh), and Sḵw wú7mesh (Squamish) Nations on whose land the BCTF building is located.  \nLet’s Talk About Literacy  \nReport Highlights  \nIn Spring 2025, BCTF Research held focus groups with teachers from across the province to discuss literacy in BC schools. A diverse group of teachers, who are committed and passionate about seeing their students develop strong literacy skills, provided insights into their experiences, as well as suggestions for how BC’s K-12 education system can endeavour to meet all students’literacy needs.  \nWhat teachers told us  \nNew teachers can feel unprepared to teach reading when they enter the classroom, and attribute this to critical gaps in their pre-service teacher preparation programs pertaining to literacy instruction.  \nTeachers are often left to learn about literacy on their own,  \nspending a considerable amount of personal time and funds to build knowledge and capacity in literacy instruction to better address their students’ needs.  \nSourcing and purchasing classroom literacy resources often falls on teachers, as funding for curricular supports and resources can vary by district. This adds to teachers’ workload and results in inequitable financial burden.  \nInadequate staffing and insufficient budgets impact literacy instruction, interventions and support as teachers try to meet students’ needs with fewer human and material resources.  \nWhat teachers say they need  \nTeachers described multiple systemic changes to supporting literacy instruction and improving students’ learning conditions.  \nStrengthen pre-service teacher literacy preparation by providing teacher candidates with a deeper understanding of foundational literacy concepts and opportunities to develop robust instructional strategies.  \nLet’s Talk About Literacy  \n1  \nFund ongoing and accessible professional learning opportunities so any teacher may deepen their literacy knowledge and practice throughout their career.  \nProvide universal access to vetted literacy resources to reduce individual teachers’ workload and out of pocket spending while ensuring the resources used for professional and student learning meet place-and research-based standards for BC classrooms.  \nIncrease prep, collaboration, and administrative time provisions , so that teachers have the time to plan for and respond to their students’ diverse literacy needs in collaboration with colleagues.  \nInvite critical conversations about teachers’ professional autonomy in the context of literacy policy and practice, ensuring teachers have opportunities to inform system decision-making, access professional learning, and engage in collegial dialogue.  \nPractice collaborative leadership and transparent communication at school, district, and union levels to provide guidelines and meaningful supports that navigate teachers’deeply-held perspectives and commitments about literacy pedagogies.  \nUniversal early literacy screening: Opportunities and cautions  \nAs the Ministry of Education and Child Care’s early literacy screening initiative rolls out in the 2025-26 school year, teachers expressed support for screening but pointed to the need to acknowledge the time and staffing required for meaningful implementation. Teachers also hoped screening would serve not as an empty exercise in data collection, but as a process for driving appropriate support to students.  \nBCTF Research would like to thank the BCTF members who participated in Research on the Road focus groups on literacy instruction. Your time and contributions are deeply appreciated.  \n2 Let’s Talk About Literacy  \nIntroduction  \nA","cbCaitIghlN6tRMe","https://ap.wps.com/l/cbCaitIghlN6tRMe","pdf",702399,28,"English","# Report Highlights\n## What teachers told us\n## What teachers say they need\n## Universal early literacy screening: Opportunities and cautions\n# Introduction","[{\"question\":\"What did BC teachers report as major gaps in literacy instruction?\",\"answer\":\"Teachers described feeling unprepared to teach reading due to critical gaps in pre-service teacher preparation programs focused on literacy instruction.\"},{\"question\":\"How do resource and staffing constraints affect literacy support?\",\"answer\":\"Teachers noted that funding differences across districts can force them to spend personal time and money on literacy resources, while inadequate staffing and insufficient budgets reduce available human and material support.\"},{\"question\":\"What is the report’s stance on universal early literacy screening?\",\"answer\":\"Teachers expressed support for screening but emphasized the need for adequate time and staffing for meaningful implementation and for using screening results to drive appropriate student support.\"}]","Let’s Talk About Literacy - Report Highlights | PDF",1792046134,71]