by Judy Montgomery, Ph.D. and Barbara Moore, Ph.D.
START-IN® is a nine-week, 45-hour, evidence-based
program for struggling readers in elementary grades. This Response to Intervention
Program consists of 16 Tasks that address the National Reading Panel's
(NRP) five building blocks of reading – Phonemic Awareness, Phonics,
Fluency, Vocabulary, and Text Comprehension. Students with reading difficulties
complete the 16 Tasks in one hour sessions, five days a week, using reading
materials from their classroom or library. Field tested for three years in urban
schools, START-IN® reduces unnecessary or inappropriate
referrals to special education.
The 112-page START-IN® book explains the eight steps
to begin the program, the research behind the Tasks, detailed instructions
for completing the Tasks, and how to measure student responsiveness.
- Uses only research-based strategies.
- Teaches rather than tests.
Is ideal for underperforming schools.
- Helps students avoid unnecessary labels.
Encourages collaboration between Speech-Language Pathologists, Special Education
and Resource Teachers, and Reading Specialists.
- Meets IDEA 2004 provisions
to assess a student's responsiveness to intervention before referral for special
- Includes all activity sheets, data collection forms, parent
permission, and administrator checklists in the book and on CD-ROM.
This Handy Handout® includes a black and white version
of the START-IN® Program at a Glance. These 16 Tasks address
the National Reading Panel's (NRP) five building blocks of reading.
- Read Aloud
Listen to 3-5 pages from a fiction or trade book at grade level.
- Repeat Sentences and Sounds
Engage in three phonological awareness activities orally, using words from the fiction
or trade book used in Task #1.
- Hear the Syllables
Engage in a syllable activity, using words from the fiction or trade book – orally.
Use the book from Task #1.
- Syllable Types
List (write or say) 10 words from the fiction or trade book used in Task #1
by type and number of syllables.
- Word Baggies
Complete a Word Baggie Task by creating many new words from the letters
of a word from a fiction or trade book selected by the teacher.
- Personal Word Walls
Create and then use a Personal Word Wall (PWW), with assistance and direction,
for phonics activities (word families, phonograms, inflective endings, prefixes,
- Read Independently
Read one book, magazine, or story at an independent level for five minutes.
- Reading Sounds Like Talking
Repeat, then read dialogue from the story with expression, stress, and fluency.
- Compound Words
Make a list of compound words from the fiction or trade book selection. Play a compound
words game with index cards.
- Fluency Notebooks
Read a list of familiar words (horizontally) from the independent reading book at
the rate of one per second.Count the number of words read correctly in one minute
and keep data in the Fluency Notebook.
- "60 in 60"
Read a list of less familiar words (horizontally) from the fiction or trade book
rapidly and accurately. Skip any word not known.Count the words read correctly in
one minute. Keep data on a "60 in 60" Rate and Fluency Chart.
- "Chunk"the Sentence
Using a highlighter, "Chunk" five sentences from the independent reader,
three sentences from the fiction or trade book, and three more from the grade level
content area text.
- Story Grammar Marker®
Listen to a trade book (story) read aloud. Complete Story Grammar Marker®,
first orally and then in written form.Retell one complete episode.
Fluency and Sight Vocabulary
- 100 Sight Words
Read up to 21 of 100 sight words from the Personal Word Wall (PWW). Add
two new sight words to the PWW. Retire two words no longer needed from
- Read to Find Out
Read one paragraph of a grade level text (any subject) for a specific purpose stated
by the teacher.Read until answer is found.Write the answer on a brightly colored
sticky note and place in book.For example, "Read to find out how hot the water sometimes
gets inside the geyser."
Reading and Writing for Meaning
- Make a Little Book
Make a seven page Little Book every day and enter the information requested.
About the Authors
Dr. Judy K.Montgomery is Professor of Special Education and Literacy at Chapman
University, Orange, California. She has 24 years experience in the public schools
as a speech-language pathologist, general education principal, and director of special
education. She has served as president of the American Speech-Language-Hearing Association
(ASHA), the California Speech-Language-Hearing Association (CSHA), the Division
of Communicative Disabilities and Deafness (DCDD), and the California Council for
Administrators of Special Education (CA-CASE).
Dr. Barbara J. Moore is the Director of Special Youth Services for Anaheim Union
High School District in Anaheim, California, where she directs special education
and support services. She has been president of the California Speech-Language-Hearing
Association (CSHA) and the Council for State Association Presidents (CSAP), and
serves on the Association of California School Administrators (ACSA) Special Education
Committee. She created and directed a highly successful district-wide Response to
Intervention Program for several years.