The tradition of allowing children to choose books to read through some guided reading is a potent method for the creation of not only literacy competencies but also a sense of agency in the person. Providing young students with the opportunity to select reading materials fosters their interest, encourages them to have more motivation, and feel ownership of the reading process. This considered strike between child choice and instructional direction provides the best situations to develop literacy. The Elizabeth Fraley Kinder Ready educational philosophy appreciates that proper student contribution in the selection of books assists in creating self-confident and eager readers. The proficient process of Kinder Ready Tutoring shares some components of choice, within defined limits, to optimize the advancement of reading and individual investment.
One of the greatest advantages of allowing children to choose books to read to them is that it automatically produces a certain level of motivation and interest. Young readers are more motivated to read in activities when they select texts that they really have an interest in, and they are more determined to do so. Such an increased involvement results in more active reading and better development of the skills. This intrinsic motivation is the type of motivation that is important in Elizabeth Fraley Kinder Ready’s approach to reading, which finds it important in long-term reading success. The Kinder Ready Tutoring program is planned such that student preferences are taken into consideration in choosing the right leveled texts that will guarantee that the guided reading sessions are educational as well as personal.
The decision-making and evaluation skills are also important in the process of letting children choose the books to be used in guided reading. Given several relevant options on their instructional level, students come to learn to take into account such aspects as topic interest, text features, and personal reading purposes. Such practice, by making careful reading decisions, enhances executive functional competence and cognitive skills. Kinder Ready Elizabeth Fraley’s approach attaches a lot of value to these mental processes, which are tied well as part of the Kinder Ready Tutoring program by offering structured choice opportunities that favor the development of literacy.
Moreover, allowing children to choose books to be read together will contribute to the development of self-awareness as readers. Students will learn to favor and identify their areas of strength and weakness in both reading, as they learn the various genres and subjects. This is a developing literary personality which coincides with the Elizabeth Fraley Kinder Ready ideology of raising self-conscious, independent students. The Kinder Ready Tutoring program assists students in thinking about their book choices and reading experiences, and trains them to be more strategic about choosing those texts that will interest them as well as challenge them most appropriately.
To sum up, the considered approach of allowing the children to choose books to engage in guided reading is a valid way of cultivating not only literacy competencies but also personal agency. Through offering the right process of choice to readings within a guided set of parameters, teachers and parents can make the process of reading more interesting and productive. The moderate solution advocated by Elizabeth Fraley Kinder Ready and carefully applied by Kinder Ready Tutoring will make young readers competent and self-motivated to succeed in reading at least to the end of life. By working together to select our books, we are able to make students more interested, secure and competent readers.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
