Evidence-based research shows that struggling writers can improve their skills dramatically if they receive the detailed, explicit instruction they need. (Graham & Harris, 2005.) Such strategies can improve the writing skills of students with learning disabilities and are equally effective for individuals who just need extra help.

Academic Writing Strategies teaches students strategies that assist with every phase of the writing process, from brainstorming and goal setting to proofreading and revision – strategies that have been researched and proven to work with students at all levels, and especially those who are challenged by learning disabilities. Together, the student and tutor will identify the greatest roadblocks to the student’s writing and choose the writing strategies that will best address their challenges. Our strategies are evidence-based and introduced gradually as the student demonstrates understanding.

Reasons for Roadblocks

Students who struggle with writing may be having difficulty with:

  • Decoding
  • Spelling
  • Word retrieval
  • Syntax
  • Weak vocabulary
  • Limited knowledge of the subject matter
  • Executive function deficits
  • Written expression challenges
  • Slow processing speed
  • Graphomotor skill
  • Generating ideas, clarifying their thoughts, and efficiently and effectively expressing themselves
  • Getting started (initiation)

Other students simply feel disconnected from the assignment. They may feel it is not relevant to them or they may not have the background knowledge or expertise to write on a required topic.

Writing requires a high level of abstraction, elaboration, and reflection. Not all struggling writers face the same challenges, and so student support must be individualized.

The Role of the Academic Strategist

Our academic strategists are allies who partner with students to teach research-informed approaches—grounded in science—to overcoming executive function barriers. They provide students with the resources, tools, strategies, accommodations, and external scaffolding they need to master the skills required for independent learning and reduce their cognitive overload. It is our experience that when students are taught the science of learning and see the sense in using a research-informed approach to their academic work, and when they also can practice these new skills, we can assist them in developing a more effective approach to learning. Research has demonstrated that external “scaffolding” influences the development of executive function; these skills can be supported, trained, and strengthened over time with research-informed interventions and consistent reinforcement.

The role of the academic strategist is multifaceted. Academic strategists support students using a holistic approach to help strengthen their self-regulation and executive functioning skills and improve their academic performance. There is no “one-size-fits-all” approach. Individuals require different strategies and learners have a variety of needs. Academic strategists share options for increasing efficacy and create personalized learning plans for students that will help them identify and understand their strengths and challenges, assist them in developing specific learning strategies to meet the demands of academic life, and support their executive function challenges. Students receive support with goal setting, time management, understanding and getting started on assignments, advocating for accommodations, the use of assistive technology to lighten cognitive load, reading and annotating effectively, studying for tests and exams, and developing writing strategies.

Sessions focus on:

  • Co-creating personalized action plans for student success, analyzing progress, and developing strategies to optimize performance,
  • The cognitive science behind how the brain learns (how to work smarter, not harder) and misunderstandings about learning,
  • Reducing cognitive load to increase motivation and academic outcomes,
  • Deepening the student’s understanding of, and the ability to use, assistive technology (if needed),
  • Assisting students with advocating for and accessing accommodations and support (if applicable),
  • Teaching executive function strategies that enhance organization, planning, initiation, and creating effective routines and structure,
  • Teaching academic (learning) skills, including how to study, high-level reading strategies, and note-taking strategies, and
  • Teaching writing strategies and pairing those with the use of assistive technology, as necessary.

Writing and Executive Function

The writing process demands a lot from our brains, requiring us to perform multiple tasks simultaneously. Memory, attention, and language are all activated, and we call on our executive functions to plan, organize, monitor, and revise text as we write. Many students with executive function challenges, ADHD, and learning disabilities have a hard time organizing their writing, identifying the most important ideas, and putting those ideas into logical order. Students with working memory issues have trouble identifying meaning, purpose, and audience while they’re writing. Their final product is frequently disorganized and can lack structure. It is important for these students to understand how to retrieve information effectively, create automatic skills, and stay motivated in order to accomplish their writing goals.

Writing Requires Direct Instruction

As with learning to read, students require explicit instruction in order to learn how to write effectively, but they don’t always receive it. Teachers may lack the available resources and extra time to provide direct writing instruction. Students are usually assigned frequent writing activities, but this tactic does not necessarily produce capable writers. Elementary school writing tends to center on creative writing and self-expression and not on direct instruction for how to write and communicate. Students need to learn how to write effective sentences and paragraphs before they can competently experiment with creative writing forms and styles.

Teaching Writing Strategies

Evidence-based research shows that struggling writers can improve their skills dramatically if they receive the detailed, explicit instruction they need (Graham & Harris, 2005). Such strategies can improve the writing skills of students with learning disabilities, although they are equally effective for individuals who just need extra help.

The Academic Writing and Strategies Program gives students the tools and techniques to assist with every phase of the writing process—from brainstorming and goal setting to proofreading and revision—strategies that have been researched and proven to work with students at all levels, especially those who are challenged by learning disabilities. Together, student and strategist identify the most pertinent obstacles to the student’s writing and choose the writing strategies that best address these challenges. Our strategies are evidence-based and introduced gradually as students demonstrate increased understanding. Students are taught how to execute their academic writing assignments. Our program is tailored to students who wish to enhance their writing skills as well as those who require fundamental remediation.

Lifelong Impact

Strengthening students’ academic writing skills has many benefits. It boosts creativity and confidence, and helps students think critically and present complex ideas logically. These skills are not only useful in school but will be needed after graduation as the student pursues their career. Evoke provides students with a solid foundation of skills and strategies that enable them to understand the role executive function plays in writing and helps them develop confidence in their skills.

Evoke Support

At Evoke, our program helps students learn to execute their academic writing assignments effectively. Our program is tailored to students who want to enhance their writing skills as well as those who require remediation. We help students acquire and improve their academic writing skills, think critically, present complex ideas logically, and boost their creativity and confidence. These skills serve students while they are in school and beyond graduation, when the student is managing the demands of the workplace and a career.



Who are your Academic and Writing Strategy Program tutors?

Evoke refers to the practitioners in our Academic and Writing Strategy Program as academic strategists. Diversity in the classroom includes differences in the way students’ brains learn (neurodiversity). Neurodiverse students include those with learning disabilities, ADHD, giftedness, and autism spectrum disorder (ASD). Quite often these students are also impacted by other conditions, such as anxiety, depression, fine and gross motor challenges, and executive function difficulties, which can become barriers to learning. Academic strategists are practitioners who understand that students who require assistance with writing skill development may also struggle with organization and planning. For learning to occur, students need to have the underlying academic skills to access the curriculum; however, if they struggle with deficits in executive function, time management, and self-regulation, their attention in the classroom will also be a challenge. Simply put, academic strategists are specialists who understand the multifaceted needs of neurodiverse learners and can provide support in multiple areas of learning: executive function and learning skills development, writing strategies, and the use of assistive technology.

Will students receive assistance with writing assignments when working with an academic strategist in your program?

The academic strategist teaches students academic writing strategies, and shares new approaches for writing more robustly, generating ideas, and organizing ideas on paper. During sessions, an academic strategist will assist a student to ensure they understand the requirements of their writing assignment, are aware of the assessment criteria, and can “chunk” their work into manageable steps. The strategist teaches the student writing strategies (and how to apply them), provides feedback on written work, and helps the student create an outline of their assignment and get started on their work. The goal is to help the student reduce their cognitive load and to learn and apply strategies that will ultimately result in the student’s ability to write effectively and independently. While there is time during sessions to work on written assignments, students who require significant assistance or have large, time-consuming assignments should arrange additional sessions with their academic strategist on an as-needed basis.

My child has challenges with motor coordination and finds writing difficult because of this. Does your Academic and Writing Strategies Program help with this?

Academic strategists are well-equipped to support students who require the use of assistive technology for reading and writing. This also includes note-taking and annotating. Students who require assistive technology to access the curriculum, such as individuals with processing deficits, or motor coordination and visual-motor coordination challenges, receive support in understanding how to use assistive technology to lighten their cognitive load (reduce the demand of writing on the brain) so there is capacity for critical thinking to produce written work. The use of assistive technology is blended with writing strategies to make the writing process much less taxing and overwhelming for the student.

I have been diagnosed with deficits in executive function. Does an academic strategist work with students who struggle with this?

Academic strategists have a strong understanding of executive function deficits and how these difficulties can get in the way of learning. While we are unable to change a student’s neurobiology (we can’t make blue eyes brown!) we can teach and improve executive function skills through strategy-based approaches and repeated practice. Academic strategists provide external scaffolding to support students by helping them to complete tasks, gradually stepping back as they begin to manage the process independently. Executive function develops differently for everyone and while we are unable to help the prefrontal cortex of the brain to grow, cognitive science tells us that when we use routine, strategies, practice, and external support, we can depend less on our executive functions and teach our brain to change a habit through practice and automaticity. At Evoke, we understand that executive function requires effort; it’s easier to lean into automaticity than to consider what to do next, which is why strategies work so well.


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I worked with Richard at Evoke over several months and he was immensely helpful. Besides being professional and effective, Richard was very compassionate and empathetic. During my time working with... read more

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I feel so much gratitude for the services of Evoke Learning. Our child developed reading skills during our time with Evoke which was a huge milestone. Dollar for... read more

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Great coaching services for students with ADHD and/or executive function deficits. Denise is organized, structured and holds her clients accountable for their 'homework'. I highly recommend Evoke to parents who... read more

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