STAAR-Prep Program in Reading and Writing: Reading STAAR (grades 3-8); Writing STAAR (grades 4 & 7)

This program was designed as an overview and practice of all the standards assessed on the STAAR Reading and Writing tests in elementary and middle school. Therefore, there is no initial evaluation required for the student. The interventionist will start covering test material on the very first class with the child.

Instruction in this program includes the following components:


  • listening comprehension
  • oral expression skills
  • reading comprehension at the word, sentence, paragraph, and text level (for the Reading STAAR test only)
  • metacognitive strategies like: monitoring comprehension, visualizing, making connections and predictions, inferring, using context clues, using text features, understanding fictional and informational text structures, identifying important and unimportant details, finding main ideas, and summarizing, among others (for the Reading STAAR test only)
  • self-monitoring of text comprehension: highlighting, chunking, note-taking, visual representation of information, etc. (for the Reading STAAR test only)
  • Reading and/or Writing standards-based material with text-dependent questions (reading skills, strategies, and processes combined)
  • grammar practice (revising and editing)
  • expository writing at the composition level (for the Writing STAAR test only)
  • visual-motor integration and handwriting development (if needed for the Writing STAAR test)
  • Brain Integration Therapy for brain-and-body connection
  • social-emotional development activities
This program is more effective if taught for at least 4 months, but we can adjust our instruction to the most tested standards if less preparation time is available. Small-group sessions are scheduled 2 days per week on days and times agreed by the school or parents and the interventionist.
If the student has 7 weeks or less to prepare, we will only teach Reading and/or Writing testing material, test-taking strategies, and social-emotional development activities. The other program components will be omitted. Crunch-time sessions (after Spring Break) are scheduled 3 times per week on days and times agreed by the school or parents and the interventionist.