Right Start/Buen Comienzo

  • Early Start 
  • Transisioning
  • Intervention by Design
  • Quick Reads
  • Pasaporte

    Program Description

    The Right Start Program is a small-group reading intervention that targets low-performing students in the primary grades.  Buen Comienzo is the Spanish version of Right Start. The intervention takes a balanced approach to reading, emphasizing the five components of reading:  phonemic awareness, decoding, fluency, comprehension, and vocabulary.  Configuration maps for the program outline the various lesson components with explicit teaching behaviors. 

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

    • Typically, Right Start is used with students in grades 1 and 2 who require explicit early reading instruction. Right Start provides guidance in early reading strategies, as well as explicit instruction in phonemic awareness, decoding, fluency, and basic comprehension.  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 2 may receive Right Start instruction in the classroom or from a literacy teacher.

    The population this intervention will best address

    Right Start is considered a second or third-tier intervention, depending on the context or setting.  First and second-grade classroom teachers utilize the Right Start model in small groups of identified students.  Literacy Specialists and Special Education teachers can utilize the Right 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.