My child knows the alphabet but can't read. What comes next?

Give familiar letters a new job

A letter has a name, and it can represent a sound in a word. The name of m is 'em'. In mat, it represents the sound you make with your lips together: /m/. Saying the letter names m, a, t does not produce the spoken word mat.

The useful connection is between the print, the sounds and the word. Early reading guidance recommends teaching these connections alongside word reading and vocabulary. Your child's alphabet knowledge gives you a familiar place to begin.

Reading behind this guidance: Institute of Education Sciences

Try one word, together

Choose a word made from sounds your child has already met. Here is an activity using mat. If any of its sounds are unfamiliar, introduce them first or choose a word from your child's current lessons.

1. Let your child show you what they know

   Write m, a and t on separate pieces of paper. Point to one and ask for its sound. If your child gives the name, gently model the sound and invite them to join you.

2. Make the word together

   Put the letters in order. Say the sounds as you move your finger from left to right, then say mat. Invite your child to read with you. They can watch and listen before taking a turn.

3. Bring the meaning into the room

   Find a mat, draw one or imagine a tiny mat for a toy. Use the word in a spoken sentence. The child is discovering what the print tells them, as well as how it sounds.

Notice where your help is needed

Does your child remember the sound when you point to a letter? Can they join you in saying the whole word? Do they know what that word means? These observations help you choose the next activity without turning home practice into a test.

If a sound is unfamiliar, return to it. If each sound is clear but the word is hard to hear, model the blending again. If the word is new to your child's English vocabulary, explain it with an object, action or a familiar language.

Keep sharing books now

Your child can enjoy a rich story while you read the words aloud. Talk about a character, explain an interesting word or simply enjoy a favourite page together. Listening and conversation belong beside early word practice.

Choose a different kind of text when your child is doing the reading: words that match the sounds they have learned. If you are unsure where to start, ask their teacher which sounds and books to practise at home. Share what you notice and agree on a manageable next step.

Reading behind this guidance: Department for Education, England