Nearly a decade after the Supreme Court of Canada recognized that learning to read is a basic human right, the Right to Read inquiry, initiated by the Ontario Human Rights Commission, has found that there is an urgent need to improve reading achievement in Ontario. The inquiry determined that the current instructional system does not meet the educational needs of its students, and that students with Individual Education Profiles are disproportionally affected. Current approaches to reading are largely based on the whole-language approach and the three-cueing system which have repeatedly been shown to be ineffective; a shift to explicit, science-based, systematic instruction of phonemic awareness, phonics, and decoding is imperative to improve reading outcomes. We at the Academic Intervention Lab fully support the recommendations from the Right to Read inquiry report released by the OHRC regarding curriculum and instruction, early screening, reading intervention, accommodation, and professional assessment. We also recognize the need for systemic change, and we are committed to working towards providing equitable and universal access to high-quality, science-based educational services and supports for all students, regardless of individual learning needs or personal circumstances.