Parent Engagement

Randomized controlled trial study conducted?

Startup Reading

Startup Reading's mission is to deliver a phonics reading foundation that empowers students to employ a reading strategy in decoding words, read short stories and develop the student's confidence in becoming an independent reader.
Program Description

Startup Reading rebalances the resources a teacher employs to deliver reading lessons to the individual student with the appropriate level of personal engagement.

Our approach uses digital reading lessons developed and tested in the classroom and in tutoring sessions to deliver individual reading lessons to the student.

A reading coach oversees the student's assignment, progress, and engagement. The reading coach spends 4-7 minutes with the individual student at the completion of the digital lesson. This reading coach engagement is critical to validating the student's understanding of the lesson and use of the lesson skills to read the content. But the reading coach also provides that essential human connection to the student, developing the student's confidence to read and to progress to more complex content.

The curriculum employs a phonics strategy and is fully aligned with the Science of Reading principles.

The program uses digital reading lessons in a tutoring style format. Each page in the student workbook has a digital lesson explaining a specific reading skill with directions for the student to follow in the examples. The lessons are designed to be presented to a class, a small group, or in a tutoring session.

The curriculum deploys a phonics approach in learning to decode words, aligned with the Science of Reading, by combining the sounds of consonants and vowels to read words followed by phrases and stories.

As a student completes their assigned digital lesson, a reading coach will spend time with the individual student on the following activities:
a) Review the student's completion of notations in the workbook as directed in the lesson.
b) Review the student's understanding of the content and reading skill in the lesson
c) Review the student's comfort in reading the content in the accompanying exercises.

The reading coach acknowledges the student's effort and expresses confidence that the student is making progress in learning to read. A reading coach will develop a mentor relationship with the student, and this individual relationship is a key aspect in successfully implementing the literacy foundation. of the program. We recommend a reading coach can work with 4 to 7 students over a 45-minute to one-hour reading lesson, spending 4-7 minutes with each student.

Type of service
Tutoring Program
Year Started
Headquarter Location (City, State)
Sunnyvale, CA
States of Operation
Operation Locations
Los Banos
Mountain View
Subject Offered
English Language Arts (ELA),
Early Literacy,
Grade Levels
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade
Languages Offered
During School
Out of School
Delivery Mode
Tutor-Student Ratio
1:2; 1:3; 1:4; 1:5
Number of Sessions Per Week
Three days per week; Four days per week; Five days per week
Number of Minutes Per Session
30-45 minutes
Number of Weeks Per Program
7-12 weeks
Does your program engage with parents?
Family Engagement Description
To support scheduling;Sharing tutoring session content ;Reporting attendance;Sharing academic progress;Accessing student information;Sharing at-home support suggestions;Goal setting and monitoring progress toward goals
Organization Type
For Profit
Customer Type
Cost to District/ School/ Non-Profit
Type of Tutor
Certified Teacher
Pre-Service Teacher
K-12 Paraprofessional
Teaching Assistant/Aide
College/University Student
Other tutor type
Full time
Randomized controlled trial (RCT) study conducted?
Quasi-experimental (QED) study conducted?
How many students per year program tutors

The information contained in the Tutoring Database is a compilation of publicly available information and information voluntarily provided by the identified organizations. THIS DATABASE AND ALL ITS CONTENTS ARE PROVIDED AS IS and are for informational purposes only. Neither Brown University nor the Annenberg Institute for School Reform at Brown University nor the National Student Support Accelerator make any guarantees, warranties, or representations as to the accuracy or completeness of the database or the information it contains, and none assume any responsibility or liability for any errors or omissions that the database may contain. Use of this database is at the sole and exclusive risk of the user, and neither Brown University, nor the Annenberg Institute for School Reform at Brown University, nor the National Student Support Accelerator shall have any liability for any claim, act, or omission arising out of or in connection with the use of the database.

The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.