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Welcome to the Right To Read (RTR) Website!

Right to Read is an initiative of the Learning Disabilities Association of Alberta (LDAA) to support the early identification and intervention of reading difficulties.

This website has been created to help share information about this initiative. It has also been designed to host discussion boards to facilitate communication and to provide a support service to our partners who are working hard to enhance screening and early intervention for students at risk for reading problems.

News and Updates:

  • Our Website has Gone Live (January 19, 2010): In the weeks to come, this site will be populated with information and resources associated with the LDAA’s Right to Read Initiative.
  • Discussion Board Launched for EPSB Teachers Participating in the Firm Foundations Pilot (January 19, 2010): The LDAA are proud to announce that the EPSB moderated discussion board has gone live. The discussion board is designed for use by teachers in EPSB  who are participating in the Firm Foundations Pilot Project. It has been designed to help create a virtual community and venue for shared experiences, commentary and questions, outside and in between the regular Professional Development meetings. Visitors to the site can post responses to the questions/comments that are up on the site. They may also suggest other topics or threads that they would like to see posted.

Note about Leaving Comments

We want your comments!  Please participate in the Discussion Board. Once you click on submit, your comments will be sent to the LDAA. Comments are moderated. Though we make every effort to post comments and questions as quickly as possible, please be patient. Allow us some time to get comments up on the site.  When posting, please remember to present your question or comment in a manner that does not potentially identify any student. The LDAA reserves the right to modify such comments to further safeguard against the unintended identification of students or other individuals who many not wish to be individually identified.