Many Canadians are concerned about the quality of reading instruction in Canadian schools. Recent newspaper articles, research reviews, and newsletter articles reflect the nature of these concerns. The official instructional policy in a number of provinces as well as in a number of local school districts is based on a whole-language philosophy. The major emphasis across Canada is on the top-down whole-language approach instead of the bottom-up, phonics, or code-emphasis approach to reading. Although it is widely recognized that whole-language programs contain a number of features that can benefit children in many ways, the accumulated evidence suggests that whole language may not be appropriate for all children and that for some children, it may even lead to serious reading problems. Ministries of education across Canada should provide school districts with a balanced selection of offerings in the language arts curriculum, and school psychologists should encourage teachers, primary consultants, etc. to select beginning reading materials that match children's needs. (Contains 21 references.) (RS)