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This program is designed to assist students who are challenged by the acquisition of early reading skills or older students with continued reading difficulties.

Academic difficulties have several potential causes. All struggling readers require explicit and comprehensive interventions delivered with sufficient intensity. When a student expresses frustration or difficulty with reading, or avoids the task, it is often a sign of a deficit that requires intervention.

“Poor readers, in the beginning stages of learning to read, most commonly have a language-based learning problem that is interfering with progress in word recognition (Fletcher, Lyon, Fuchs, & Barnes, 2019; Lyon, Shaywitz, & Shaywitz, 2003).”

Neurocognitive research shows that the brain changes in response to interventions for struggling readers and that those changes extend into young adulthood. At Evoke, we begin remediation by identifying the weak component(s) of the student’s reading so that appropriate intervention can be provided using systematic and evidence-based instruction, strategically targeting deficits. Intervention efforts are directed toward removing the hurdles that are preventing the student from reading. Initial problems in reading will normally persist without intensive intervention and individualized tutoring.

To read effectively, students need both the ability to recognize words easily (decoding) and strong language comprehension (assembling information accurately). If there is impairment in just one of these skills, reading will be impacted. Reading comprehension strategies cannot compensate for an inability to decode words accurately and instantaneously. The ability to understand letter-sound combinations frees the brain to move from foundational reading skills to higher-order reading processes, such as extracting meaning from text and learning new vocabulary. Many students appear to be reading when they are actually whole-language reading (compensating) and therefore not understanding what they read.

“For weak readers to close the gap, they have to accelerate their progress to a rate of growth that is faster than their typically developing peers. Fortunately, research has demonstrated that this is possible (Torgesen at al. 2003).”

Too many children are leaving elementary school with reading skills inadequate for the next level of instruction, yet proficient reading fluency is critical for older students because of its association with comprehension. Students who lag behind their peers in reading proficiency and do not receive adequate remediation will begin to dislike reading, read less than their classmates, and continue to fall behind.

Students who are unable to read words fluently and efficiently will continue to expend most of their limited cognitive resources painstakingly trying to decode letter-sound correspondence, with little to no resources remaining for the demanding task of comprehension. Slow, stilted reading is difficult and frustrating. Weak readers are less likely to practice reading and so do not improve their skills or build fluency and automaticity. Struggling readers require explicit, structured reading instruction. Students with reading difficulties do not catch up without systematic and intensive intervention and practice; this involves considerable time on task, consistency, direct instruction, and evidence-based approaches based in reading science. All are critical factors for struggling readers. There are many students whose language comprehension skills are fully appropriate for their age, but whose decoding skills are poor to nonexistent. They can memorize sight words but do not have the ability to accurately sound out unfamiliar words. Reading tasks become harder with each successive grade level and students underachieve.

“Research has shown that even students with some of the most severe reading disabilities can make substantial progress in their word-level reading skills, with a considerable proportion developing word-reading skills to an average level (Kilpatrick, 2015).”

The Reading Remediation Program

At Evoke Learning, we use effective research-validated reading intervention approaches based on the science of reading. Evoke’s Reading Remediation Program can make significant improvements through direct instruction and training to correct a student’s deficits and undo inefficient word recognition habits. Using proven instructional principles, Evoke’s intervention approaches directly address word-level reading difficulties, train the skills that promote orthographic mapping (the process students use to become fluent readers), and ensure that the student’s learning transfers to the general application of skills. Student progress is measured using standardized assessments to determine the success of the interventions.

“Successful reading comprehension requires the orchestration of a number of different abilities and processes for its success (Oakhill, Cain, & Elbro, 2019).”

Getting Started

Prior to the commencement of the remediation program, students undergo a few standardized assessments (administered by a licensed speech-language pathologist) to identify the specific gaps in their reading skills and determine if they are candidates for the program. Students recommended for enrollment in the reading remediation program work with trained Evoke practitioners in a one-to-one format. Sessions are delivered online, which allows students to work from a quiet place with fewer disruptions and distractions and for them to proceed at their own pace. Student sessions can be scheduled for optimal learning time and lessons are interactive to engage the learner. Remediation sessions are 30 minutes in length.

No combination of assessment and curriculum adaptations and modifications in isolation will help a child struggling with reading learn to read—the student will require instruction; differentiated, explicit instruction in reading and reading-related skills is the only evidence-based treatment for reading disabilities (Miciak & Fletcher, 2019).”

Evoke uses the Simple View of Reading (SVR) model to help identify and remediate reading difficulties. SVR helps to highlight weak components so that appropriate instructional procedures and intervention can be provided.

In order to determine if your child is a candidate for Evoke Learning’s Reading Remediation program, please contact us here.