The WISE READING® Remediation Program

Strong readers start out as good listeners. Phonological awareness—the ability to identify, differentiate, recall, and manipulate the many sound structures of language—is essential to developing solid reading and writing skills. Children who have trouble attending to the sound structure of spoken language early in their school careers—particularly those who cope with dyslexia—are likely to struggle with the acquisition of reading skills and spelling.

To help address this critical gap in early learning, Evoke offers a groundbreaking new program: WISE READING® Remediation Program. The program is the first of its kind, designed to deliver phonological and phonemic awareness training for struggling French-immersion readers ages 5–7. This intensive research-based remediation, built around the science of how the brain reads, is delivered in English and can also be used for English-language learners.

The brain is not hardwired for reading; unlike language acquisition, it must be learned at a conscious level. According to the Yale Center for Dyslexia and Creativity, “The task of the reader is to transform the visual percepts of alphabetic script into linguistic ones—that is, to recode graphemes (letters) into their corresponding phonemes. To accomplish this, the beginning reader must first come to a conscious awareness of the internal phonological structure of spoken words. Then he or she must realize that the orthography—the sequence of letters on the page—represents this phonology.” [1]

Phonological awareness training for beginning readers (K–Grade 2) can close learning deficits, increasing a child’s awareness of the sounds in sentences, syllables, and words in an explicit and systematic way that can strengthen reading skills in both English and French.

To learn more about the WISE READING® Remediation Program, contact denise@evokelearning.ca or visit www.evokelearning.ca/evoke-services

[1] Shaywitz, S.E., MD. (n.d.). Dyslexia. Retrieved December 17, 2016, from http://dyslexia.yale.edu/PAR_DysArticleintro.html