Students who are challenged by the acquisition of early reading skills will benefit from the WISE READING® Remediation Program, which helps students increase their decoding skills and phonological awareness. Lack of phonemic awareness is the most powerful determinant of the likelihood of failure to read (Adams, 1990).

As many as 31 percent of children who enter kindergarten with ADHD will have difficulty learning to read. Many children with learning disabilities have deficiencies in their ability to process phonological information. Thus, they do not readily learn how to relate letters of the alphabet to the sounds of language (Lyon, 1995). Some 80-90 percent of students with learning disabilities are reported to exhibit significant difficulty with reading (Kavale and Reese, 1992; Lerner, 1989; Lyon et al., 2001). High school students with diagnosed learning disabilities have lower literacy levels than students without disabilities (National Assessment of Educational Progress, 2010). A significant number of college students with learning disabilities demonstrate reading underachievement as a result of their disabilities, influencing both their school and work outcomes (Bruck, 1992; Gregg, 2009; Gregg et al., 2002; Shaywitz et al., 2003).

Children from culturally diverse backgrounds may have particular difficulties with phonological awareness. Exposure to language at home, exposure to reading at an early age, and dialect all affect the ability of children to understand the phonological distinctions on which the English language is built.

Neurocognitive research shows the plasticity (change) of brains in response to interventions for struggling readers extends into young adulthood.

Initial problems in reading usually do not disappear without intensive intervention and individualized tutoring. By Grade 9, more than half of students with ADHD will have developed moderate to severe reading delays or other reading problems (Shaywitz, Fletcher, & Shaywitz, 1994; 1995). Early monitoring and support for these students is critical if they are to progress with their age peers.

The WISE READING® Remediation Program, based on the doctoral research approach of Nancy Wise, delivers phonological and phonemic awareness for struggling readers.

Students work with trained Evoke instructors in a 60-minute, one-to-one format. Prior to the commencement of the program, and at the end of the 18 hours, students will undergo a pre-reading assessment aimed at identifying gaps in their pre-reading skills and providing the instructor, student, and family with a record of student improvement.


What is Phonological Awareness Training?

The Science of Reading

Phonological Awareness: Understanding the reading process. Deslea Konza, Associate Professor, Faculty of Education and Arts, Edith Cowen University, Western Australia (PDF File)

How Various Learning and Attention Issues Can Cause Trouble With Reading

Why is Phonological Awareness Important for Reading and Spelling?