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Literacy Starters Overview

  

The Instructional Framework

Implementation
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Teaching students with multiple disabilities to read can be a challenge.  But, with the right materials and teaching practices, you can break through the low expectations trap and teach your students to read. Giving the opportunity to read appropriately leveled materials is an essential part of early reading success. But until recently, the available literature options available for the older, beginning reader were very limited, and were rarely curriculum-tied. Start-to-Finish Literacy Starters changed this. The engaging switch-accessible computer books were written specifically for adolescent students reading at beginning levels.

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Each Start-to-Finish Literacy Starters set includes three different books linked to an age-appropriate topic. Using standards and research outlined by Don Johnston’s Beginning Literacy Framework, each book is written and edited to meet these guidelines.

  • Assessment and progress monitoring tools
  • Age-appropriate and engaging content geared toward adolescents
  • Fully switch accessible
  • Literature that fits into the curriculum at an appropriate readability level
  • Materials and adaptation ideas to support AAC users
  • Always activities to support reading comprehension
  • Readers profile chart
  • Vocabulary cards (on CD) with information on how to use them
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Have Dr. Karen Erickson, Director of the Center for Literacy and Disabilities Studies at the University of North Carolina, Chapel Hill train your staff! Short video clips (on CD-rom) and reproducible materials guide staff development in 90-120 minutes. The Workshop  achieves the following learning objectives:

  • Implement reading strategies using the Intervention Planning Tool
  • Create a plan for integrating Start-to-Finish Literacy Starters into your curriculum
  • Understand the importance of the three formats of reading
  • Identify struggling readers' behaviors
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For students moving beyond beginning reading                      
check out Start-to-Finish Library and Start-to-Finish Core Content.

  Software Requirements

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Science Product Review, May 15, 2011

By Allison Griffin, Illinois

Product Setting: Self-contained classroom. Skill Development: Improve science comprehension, choral reading skills, sight words, computer independence.

I have not been fully satisfied with this product. With the "plant or person" teacher product, many of the pictures contain and plant and a person which is confusing for my students.

Start-to-Finish Literacy Starters | Hinde Becker Dershowitz video graphicHindie Becker Dershowitz Assistive Diagnostic Specialist for AT, Katy ISD Texas
Video Testimonial - Bringing literacy support to all children

April 2011 - Hindie shares why her school district used ARRA stimulus funds to purchase Start-to-Finish computer books. (0:27)
   

Carol's Start-to-Finish Review, March 4, 2010

By Carol Goodrich, Texas

Product Setting: Self-contained classroom. Skill Development: I use this product with my students who have severe cognitive delays to address Reading, Science, and Social Studies grade level Teks and with my students with moderate cognitive delays to increase vocabulary and reading comprehension, as well as reinforce or supplement science and social studies grade level Teks.

One of the most useful computer books is Life Cycles -- Birth and Beyond. These stories are appropriate for my Middle School students and the photos are a great assistance when teaching cycles that occur in nature. The Mark Twain computer books are also very useful re: teaching the classics and important figures. The vocabulary cards have been helpful in increasing reading and language arts skills. One of my second language learners successfully uses the word cards as a word bank when writing sentences and paragraphs. One of my emerging readers has been helped with the yellow highlighting on some of the words. These computer books are great supplements when teaching the required skills for their grade level. I have even had more successful interactions between my students and their regular education peers by having them use the books together.