The process of becoming a reader does not start with being able to decode complex texts, but with the happy interactive experiences that develop prediction, memory, and language skills. In early reading, which is typically created during the Pre-K years, the primary competencies are addressed using research-based approaches that are very engaging. Elizabeth Fraley, M.Ed., founder of Kinder Ready Tutoring, incorporates these essential approaches into her overall preparation plans. Her method, which is the key to the Elizabeth Fraley Kinder Ready philosophy, realizes that it is as important to create a love of stories, as well as cognitive systems of reading, as it is to teach letters. Such methods as repetitive reading, cloze procedures, and context are skilfully incorporated into the individual sessions in order to develop the natural interest of the child and introduce him to the classroom practice of literacy teaching.
The Fluency and Confidence of Repetitive Reading
Reading the favorite book more than once is an essential element of emergent literacy. This repetition, far otherwise, is an effective learning tool. It enables a child to internalize the pattern of the story, the sequence and the rhythm of language. Each time they read, they switch passive listening to active listening, starting to insert some predictable phrases or words. The practice develops oral fluency, the ability to understand a narrative and, most significantly, the inner feeling of confidence and control. Kinder Ready Tutoring is the best approach to this strategy because the one-on-one setting enables the tutor to pursue the child’s interests and apply repetition to ensure understanding and delight, which is a principle of the Kinder Ready Elizabeth Fraley teaching technique.
Active Prediction Development through the use of Cloze Reading
One of the best methods of building up an active reading is the cloze procedure, in which a word is purposefully omitted in a known sentence or story. During a Kinder Ready Tutoring session, a tutor may stop on a recognizable line, and the child may provide the missing word. Such an activity takes the child to the level of recalling information not just as a simple recall but as one that employs syntactic (sentence structure) and semantic (meaning) cues to come up with an educated guess. It brings the mind of the young boy or girl to reason as a reader and predict the next thing to occur relative to the previous information and the present circumstances.
Developing Background Cues to Understanding
Emergent reading involves meaning building. Context-based guessing of a word to be missing improves the knowledge of a child in understanding the entire story. Higher-order thinking occurs when the child manages to guess a word with the help of pictures, the rhyme scheme, or the logic of the plot. They are getting to know that words combine to achieve meaning. Such emphasis on understanding at the beginning of reading enables reading to be perceived as an important, interesting process instead of being a procedure. Kinder Ready Tutoring Elizabeth Fraley program reinforces this holistic knowledge, making the early reading experiences rich, interactive, and about the process of making sense of the world through the use of text.
It takes deliberate, playful approaches to nurture an emergent reader by shaping the reading circuitry of the brain. Parents and educators can ensure the success of literacy by considering repetitive reading to establish fluency, close activities to predict and context-building activities to understand. Kindly Ready Tutoring, the specialized, customized modality, based on the masterful design of Elizabeth Fraley Kinder Ready, skillfully executes these measures.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
