Reading Programs

At Evoke, we understand the science behind how the mind reads, and the importance of developing phonological and phonemic awareness skills at an early age. Reading is actually an astounding feat, and we read using a brain that evolved to serve an entirely different purpose; humans have only been reading and writing for only about 5000 years.  Reading depends on circuits that originally evolved for other purposes; brain regions used to process vision and spoken language.  So it’s no wonder learning to read can be complicated!

For some students who struggle with reading, more intensive interventions are needed, and for students with below-grade-level performance to catch up with their  developing peers, their rate of growth must be accelerated; simply learning at an average rate will only maintain the deficit. Interventions must be intensive enough to not only improve students’ performance, but to actually enable students with learning difficulties to progress at rates that are faster than the learning rates of average students.

Evoke’s goal is to teach evidence-based reading strategies to students and to enhance their ability to read independently.

Reading Comprehension Strategies Program, Grades 4–12  

Delivered in 5 ninety-minute sessions, this program is for students who struggle with reading comprehension or who would like to deepen their understanding of what they read. Strategy instruction improves reading comprehension, and studies have shown that teaching reading strategies to students with learning disabilities improves comprehension (Gersten, Fuchs, Williams and Baker, 2001; Mastropieri, Scruggs and Graetz, 2003; Swanson, 1999). Supports for students with learning disabilities enhance comprehension for every learner. Studies have also shown that when students were taught strategies to identify the main ideas of a text (Graves et Levin, 1989), recognize the structure of a text (Bakken, Mastropieri and Scruggs, 1997), and summarize a text (Berkeley, Mastropieri and Scruggs, 2011), their performance improved. Students will receive strategy handouts and will learn the science of reading.

Specific evidence-based strategies are taught to students that can be applied in any reading situation and to any reading genre to help readers make sense of text.

Where possible, the student’s current academic work is integrated into the program and for students who require the use of assistive technology to read, strategies and technology use are incorporated into the sessions.