Research-Informed
Literacy Instruction

KT Literacy supports children in becoming confident readers through individualized, science-based instruction delivered at the pace their brains need.

Pre-K through elementary,
One-to-one and small-group instruction

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Why KT Literacy Exists

Children do not all learn to read in the same way or on the same timeline. Research from the science of reading shows that reading is not a skill children naturally acquire with age. It must be taught explicitly, practiced repeatedly, and revisited over time.

In many school settings, teachers are constrained by pacing guides, time limits, and grade-level expectations. This can make it difficult to slow down, reteach earlier phonics skills, or provide the extended practice some learners need.

As a result, capable children may move forward without fully mastering foundational reading skills. Reading can become stressful instead of empowering, and small gaps can grow into long-term challenges.

Kitchen Table Literacy exists to address this gap by offering flexible, individualized, and research-based literacy instruction that honors developmental differences and supports children at the pace they need to learn well.

Our Approach to Literacy

KTL’s instruction is grounded in research, professional practice, and a deep respect for how children learn.

  • Explicit, systematic instruction in foundational literacy skills
  • Cumulative learning with ongoing review and reinforcement
  • Integration of oral language, vocabulary, and comprehension
  • Data-informed instruction paired with responsive teaching
  • Instruction delivered in a calm, supportive, and relational environment

Teaching at KTL is structured and intentional, while remaining flexible and responsive to each learner’s developmental needs and learning pace.

What We Believe

  • Literacy is foundational to academic success, independence, and future opportunity.
  • Reading must be taught intentionally through explicit, systematic, and cumulative instruction.
  • Language and literacy develop together and should be supported side by side.
  • Multilingualism is a strength, not a deficit, and instruction should affirm linguistic and cultural assets.
  • Effective instruction is human-centered, responsive, and grounded in professional judgment.

Who We Serve

Kitchen Table Literacy primarily serves early childhood and elementary-aged learners who benefit from individualized, research-informed literacy instruction in a supportive and responsive environment.

We work with:

  • Pre-K through elementary learners who need explicit instruction in phonological awareness, phonics, fluency, vocabulary, and comprehension
  • Struggling readers who need additional time, repeated practice, and cumulative review
  • Multilingual learners and emergent bilingual students developing literacy alongside academic language
  • Families seeking transparent, research-aligned literacy support that complements school instruction or provides structured guidance for home learning

Instruction is delivered through one-to-one sessions or small groups of two to three learners, allowing for targeted instruction and close observation.

Families are viewed as essential partners. KTL prioritizes clear communication, shared goal-setting, and respect for each family’s cultural and linguistic assets.

Looking Ahead

Kitchen Table Literacy is currently in a development and planning phase. Over the next two years, KTL will continue refining instructional models, developing family resources, and preparing for the launch of a physical literacy center.

This site will grow to include program details, rates, scheduling information, and literacy resources as the work develops.

Director, Literacy Specialist

Valerie Edmiston, Ms.Ed.

Valerie@KTLiteracy.com
619-246-9723

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