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Through a provincially funded project, teachers in a Grade 2 and a Grade 6 class were able to develop best practices as they incorporated the environment as the teaching text for developing critical literacy skills with their students. The findings showed significant improvement in literacy abilities and foundational skills, particularly for Aboriginal students and marginalized learners. Additionally, the children in the study developed an attitude of respect and caring for their place, the environment, and for one another. Framed by ecosocial theory, this research demonstrated the children’s abilities to utilize critical literacy skills to “read their world” and take action.

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