This collaborative research endeavor, undertaken by a committee composed of the English Language Art (ELA) pedagogical consultants for Québec English School Boards, Kativik, Lower Canada College and Littoral in consultation with the ELA Programs team at the Direction des programmes d'études en formation générale des jeunes (DPEFGJ) at the Ministère de l'Éducation - Gouvernement du Québec, addressed the pressing concerns associated with discernible gaps in early literacy proficiencies among Anglophone students. The overarching objectives of this investigation encompassed a meticulous examination of the current ELA Elementary curriculum, an in-depth exploration of the practices and concerns prevalent among Quebec's ELA teachers, identification of equity-related issues, and the formulation of strategic interventions to enhance the efficacy of reading instruction. Methodologically, the inquiry employed a comprehensive approach, incorporating a thorough literature review, curriculum analysis, teacher survey, interviews with academic professionals, and focused deliberations within teacher focus groups. The Research Into Reading (RIR) Consultation Committee identified a key shortcoming in the Québec elementary ELA program: the lack of reference to foundational reading skills, such as phonics and word study. Additionally, it found that there is a need to provide more specific guidelines and resources for teachers to effectively teach reading. A central recommendation posits the imperative to revise the curriculum, ensuring the infusion of essential skills while cultivating a collective understanding of key concepts. The report underscores the exigency for targeted professional development initiatives and the provision of resources to bolster educators in their approach to these pivotal aspects of literacy instruction. The research subcommittee undertook a literature review that explored research on the neuroscience of reading and reading instruction. Emerging from that research was an emphasis on three key theoretical models of reading instruction; the Simple View of Reading (Gough and Tumner, 1986), Scarborough's Reading Rope (2001), and The Active View of Reading (Duke and Cartwright, 2021). The "Science of Reading" (SOR) supports evidence-based practices in reading instruction that affirms the importance of understanding the underlying cognitive processes involved in reading. It recognizes the importance of the five pillars of reading: phonemic awareness, phonics, fluency, vocabulary and comprehension. A primary recommendation emanating from this analysis is the imperative to revise the curriculum, anchoring it in contemporary research findings, and concurrently furnishing educators with the requisite resources for efficacious reading instruction. Furthermore, the report underscores the pivotal role of collaboration among members of Quebec's educational community to establish a shared understanding of optimal practices. Envisioned modifications are poised to usher in an equitable and evidence-based evolution in literacy instruction across Quebec.