Students in French immersion, dual-track, and English programs 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). Early-reading acquisition research proves that phonological awareness is critical for teaching students in kindergarten through Grade 2 how to read successfully (Wise & Chen 2009, 2010, and 2015).

As many as 31 percent of the children who enter kindergarten with ADHD will have difficulty learning to read. 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 of Nancy Wise, delivers phonological and phonemic awareness for struggling French immersion readers ages 5–7. The 18 hours of multisensory, play-based instruction are delivered in English and can also help students in English and dual-track schools. 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.

Dr. Wise has successfully tested the program with French immersion learners since 2008. These immersion studies clearly demonstrate the effectiveness of the remediation program to facilitate reading acquisition in both French and English, and reading gains have also been shown to last well beyond the completion of the program.


Additional research information on this evidence-based and peer reviewed program may be found below:

What is Phonological Awareness Training?

Program Goals and Expected Outcomes

Research Highlights

The Science of Reading

PA Training: English vs. French

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

“A study completed by Corinne Haigh & her research team shows that FI students who have problems learning to read in French, their 2nd language, would experience the same difficulties with reading acquisition in an English-only program.”

The first study to establish a link between English phonological awareness instruction and French reading achievement for at-risk readers from varied language backgrounds in the French immersion context.”  (PDF file)

How Various Learning and Attention Issues Can Cause Trouble With Reading

Why is Phonological Awareness Important for Reading and Spelling?

The following research study (pg. 18-23 Erdos and Genesee) demonstrates that English tests can be used to identify at risk students in French immersion (PDF File)

“A study completed by Corinne Haigh & her research team shows that FI students who have problems learning to read in French, their 2nd language, would experience the same difficulties with reading acquisition in an English-only program.”

The first study to establish a link between English phonological awareness instruction and French reading achievement for at-risk readers from varied language backgrounds in the French immersion context.”  (PDF file)