Early Start

  • Right Start/Buen Comienzo
  • Transisioning
  • Intervention by Design
  • Quick Reads
  • Pasaporte

    Program Description 

    Early Start is a small-group reading program for specifically designed for kindergarteners learning in English or Spanish.  In the fall it may be used with all students and in the winter/spring it becomes an intervention that targets low-performing students. The intervention takes a balanced approach to reading, emphasizing the following components of reading:  phonemic awareness, decoding, and fluency. 

    The profile of the student that would benefit most from this intervention

    • Early Start is used with students in kindergarten who are not yet reading and need explicit pre-reading instruction.  Early Start provides guidance in early reading strategies, as well as explicit instruction in phonemic awareness, decoding, and fluency.   Various segments of the lesson are emphasized, depending upon the needs of students.
    • Students are identified for literacy services based on their total performance on the District Literacy Assessments.  Students who fall in band 1 are eligible for literacy instruction beyond the classroom.  Students in band 1 may receive Early Start instruction in the classroom or from a literacy teacher.

    The population this intervention will best address

    EarlyStart is considered a second or third-tier intervention, depending on the context or setting.  Kindergarten classroom teachers utilize the Early Start model in small groups of identified students during the winter/spring.   Literacy Specialists and Special Education teachers can utilize the Early Start model in their settings.   In addition, ESL teachers can work collaboratively with other teachers to supplement the teaching model being used to emphasize language, vocabulary, and conceptual understanding.

    Research on the effectiveness of this intervention

    Professor Elfrieda Hiebert, the creator of the program, has published extensively in early literacy (18 books, countless articles).  Several research articles and chapters detail the specifics of program design.

    Hiebert, E. H. & Taylor, B. M. (2000).  Beginning reading instruction:  Research on early interventions.  In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research. Volume III.  Mahwah, NJ:  Lawrence Erlbaum Associates, 455- 482.

    Hiebert, E. H. & Raphael, T. E. (1998).  Early literacy instruction.  New York, NY:  Harcourt Brace College Publishers.

    Hiebert, E. H. & Taylor, B. M. (1994). Getting reading right from the start:  Effective early literacy interventions. Boston:  Allyn & Bacon.

    Hiebert, E. H., Colt, J. M., Catto, S., & Gury, E. (1992). Reading and writing of first-grade students in a restructured Chapter 1 program. American Educational Research Journal, 29, 545 -572.

    Pikulski, J. J. (1994). Preventing reading failure: A review of five effective programs. The Reading Teacher, 48, 30-39.