Kinder Ready Elizabeth Fraley | Highlights the Significance of Early Reading and Intervention
In the long-standing debate about how to focus early learners on reading, many institutions and departments are currently recommending it. Elizabeth Fraley Kinder Ready is a leading platform that underscores the significance of a child’s future success with their inherited skills at early ages. In this blog, you’ll explore how Kinder Ready highlights the importance of early reading and early intervention, and shed light on key insights shared by Elizabeth Fraley.
Elizabeth Fraley Leads Kinder Ready
Kinder Ready tutoring serves families across Brentwood, Santa Monica, Venice, Malibu, Beverly Hills, Bel Air, Cheviot Hills, and surrounding areas. Fraley sheds light on key insights regarding early reading ages and the value of early intervention and shares essential guidance for parents, educators, and caregivers on how to monitor reading progress and address potential challenges early in a child’s development. By focusing on the valuable insights on the typical ages children begin reading and the critical need for early intervention.
Kinder Ready’s Role in Child’s Early Learning
Kinder Ready tutoring offers an ideal learning experience for early children to engage in early learning activities. With their structured curriculum and high-quality learning resources, students foster a love for learning while prompting their cognitive development. By focusing on the typical ages and factors that influence reading readiness, Elizabeth Fraley Kinder Ready has a point of view that students will begin to read from early preschool age to late stages of preschool, beginning of kindergarten, or sometimes at a later time. Most readers will start reading around 5 or 6. As Fraley explains, multiple factors affect reading progress, including the child’s natural intelligence, time spent practicing both in and out of school, focus during instruction, and personal motivation.
Reading Developmental Milestones for Early Learners
- For Toddlers- By toddler age, children should be looking at books independently and showing interest in books on their own accord. At school/home, a “book nook” area should be set up where young tots can freely explore and select their reading material. Families can create an inviting space that is accessible and adds excitement to the day. Parents and families can switch out books and other learning materials on a rotating theme or support learning with seasonal books and manipulatives. At this age, discovering pictures, discovering the directionality of text, and flipping pages are big milestones as young soon-to-be avid readers. Some young toddlers may be able to identify the part of the book (front cover, back cover, title page, author, illustrator). Toddlers know what books they like and can find them independently during a self-selected reading at home or school.
- For Preschool – By preschool age, young learners are grasping letters and sound fluency. Time and time again, research shows that developing a solid understanding of letter-sound fluency is a great predictor of later reading success. Oftentimes, schools will use a DIBELS screening tool, which enables educators early on to see the letter sound fluency to help predict outcomes of early learners and their budding reading ability. From there, educators can modify instructional needs to meet each learner where he or she may be. Early progress monitoring is key in creating individualized instruction plans to meet the needs of both emerging and developed readers. Preschool learning days usually involve circle time where books are read during shared reading. Teachers also introduce letters one at a time, usually in no particular order. In preschool, you often find more sensory-based learning with kinesthetic sand, Play-Doh, and interweaving literacy essentials like letter identification and letter sounds. Students in the preschool age range need ample choices, and materials that are more tactile. Often by the close of preschool, students are able to talk about a book they enjoy or even mention the book by title or author.
- For Kindergarten – By kindergarten, the school day looks a little different, there is a dedicated time for reading, called guided reading. Teachers and students sit at a kidney-shaped table to read books in individualized reading groups. Teachers conduct a DRA assessment to determine reading levels and then identify the top-tier, middle, and emerging reading groups. Today, many students can have literacy centers for up to 60-75 minutes a day. Many of the centers focus on developmentally appropriate activities like phonics, word detection, writing, you name it! Literacy takes the forefront of early learning as it encompasses all curricular areas in one form or another. Some of the learning objectives typically seen in a literacy center block include phonological awareness, which is the precursor to early reading. Phonological awareness encompasses syllables and rhyming which are imperative to master on the road to reading. Kindergarten is focused on sight words and cvc words or consonant, vowel consonant words (EX: cat, dog, mom, dad, etc).
- First or Second Grade – The goal by first grade, students should be reading with full proficiency, a grade-level text. Students begin to explore more complex words like consonant blends. (pl, gl, br, etc). Additionally, students learn about vowel teams contained in words like (ee, ea, oo, io, ou). Furthermore, students learn about diagrams, two letters that make one sound such as (ch, sh, th, ph). Long vowels are also a common thread in first-grade reading content (ai, ee, oa). Tricky silent e-words are also very common to review in first-grade reading instruction. Last but not least, students in grade 1 also learn and review concepts like inflectional endings contained in words like (-ed, -ing). By grade one, students are more cognizant of misspelled words and recognize them in reading assignments. By second grade, a commonly seen concept is instruction focused on prefixes and suffixes not to mention learning words in clusters or word patterns. School uses wonderful reading and phonics programs like Explode the Code to help with word mastery and phonics, which in turn, develops confident and proficient readers. Students who are in first and second grade have more self-direction in the classroom and need less hand-holding through tasks, assignments, and projects. Students in first and second grade not only are great readers but they are also great writers typically forming a 2-4 paragraph writing piece.
- Second or Third Grade – By second and third grade the reading expectations reach a whole new level. Students are exploring and mastering multi-syllabic words. By this age, students are exploring both nonfiction and fiction. It is common to see fables, legends, myths, poems and even plays linked to reading. Usually, by grades 2 and 3 students have not only in-class work but more projects requiring writing and extensive reading and studying of literary content. Also in this grade, you see more standardized testing to track not only reading fluency but other isolated language arts skills. Some examples include the STAAR Reading Test. Third-grade reading scores are a predictor of future academic success. Students not reading by third grade are at risk of repeating their grade level or potentially a student with a learning exceptionality.
How Early Reading and Early Intervention Delays in the Pandemic?
Conclusively, Kinder Ready Elizabeth Fraley underscores the impact of COVID-19 on education has led to delays in development. During COVID-19, the CDC lowered the developmental milestones, which in turn, set back the foundational skills leading to children’s early reading readiness. Kinder Ready has recognized Elizabeth Fraley as an embodiment of innovation, excellence, and compassion in her approach to children’s education, which provides a Kinder Ready tutoring experience as well as an inspiring example for parents worldwide.
Media Details:
Company Name: Kinder Ready
Website: www.kinderready.com
Contact Person: Elizabeth Fraley, M.Ed.
