Observe whether the child: begins to read words and simple sentences.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Recognizes a few very familiar words/logos and may "read" from memory; begins to attempt sounding out with adult support but often guesses from pictures.
What you might see
When asked to read a simple word on a card (e.g., "cat"), says "I don't know" or names the picture instead.
During shared reading, looks only at pictures and does not follow print left-to-right when prompted.
When shown a simple sentence, does not attempt any word and waits for the adult.
Recognizes a familiar word (often their name) on a label and says it aloud.
In a repetitive book, recites memorized text but does not match it to the printed words (turns pages early or skips lines).
Attempts to sound out a short word after the adult models, but may stop mid-way or guess.
Expected
On track
Reads some simple decodable words and a few high-frequency words, and can read short, patterned sentences with adult scaffolding and rereading.
What you might see
Sounds out and reads a simple CVC word with support ("c-a-t" → "cat").
Reads a short patterned sentence with help ("I see a ___") and fills the last word using picture plus some decoding.
Points to each word as they read a simple sentence when prompted by the adult.
Exceeding
Going further
Reads a range of familiar words and simple sentences with increasing accuracy, using phonics to decode unfamiliar simple words and self-correcting when needed.
What you might see
Reads several simple words on cards without pictures (e.g., "sun", "dog", "map") within their taught set.
Reads a simple sentence aloud and self-corrects an error after noticing it doesn't sound right.
Uses phonics to attempt an unfamiliar simple word, then rereads the whole sentence smoothly.
Reads words found in the environment (door labels, snack boxes) and comments on what they say.
Notices meaning breakdown: "That doesn't make sense" and rereads to fix the word.
Helps a peer by suggesting, "Sound it out" and pointing to the first letter/sound.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Story time: Use a simple decodable or repetitive book and ask your child to read a few words or a short sentence. Notice whether they try sounding out or rely only on pictures.
Mealtime: Ask your child to find and read a familiar word on packaging (e.g., "milk") or a name label. Notice if they recognize it reliably.
Outdoors: Point to a simple sign/label ("STOP", "IN") and ask what it says. Notice whether your child attempts reading rather than guessing.
Transition: Write a simple sentence on paper ("I can jump.") and ask your child to read it. Watch whether they track word-by-word.
Where this comes from
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Literacy: Reading (40–60+ months): "Begins to read words and simple sentences."
The framework defines early independent word and sentence reading as an observable milestone in the lead-up to the word reading ELG.
Developmental research
National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.
Highlights the role of phonics and phonemic awareness as foundational components supporting early word reading accuracy.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Does not attempt to read printed words; relies on pictures or adult reading and does not track print as it is read.
When asked to read a simple word on a card (e.g., "cat"), says "I don't know" or names the picture instead.
During shared reading, looks only at pictures and does not follow print left-to-right when prompted.
When shown a simple sentence, does not attempt any word and waits for the adult.
Emerging
Recognizes a few very familiar words/logos and may "read" from memory; begins to attempt sounding out with adult support but often guesses from pictures.
Recognizes a familiar word (often their name) on a label and says it aloud.
In a repetitive book, recites memorized text but does not match it to the printed words (turns pages early or skips lines).
Attempts to sound out a short word after the adult models, but may stop mid-way or guess.
Developing
Reads some simple decodable words and a few high-frequency words, and can read short, patterned sentences with adult scaffolding and rereading.
Sounds out and reads a simple CVC word with support ("c-a-t" → "cat").
Reads a short patterned sentence with help ("I see a ___") and fills the last word using picture plus some decoding.
Points to each word as they read a simple sentence when prompted by the adult.
Secure
Reads a range of familiar words and simple sentences with increasing accuracy, using phonics to decode unfamiliar simple words and self-correcting when needed.
Reads several simple words on cards without pictures (e.g., "sun", "dog", "map") within their taught set.
Reads a simple sentence aloud and self-corrects an error after noticing it doesn't sound right.
Uses phonics to attempt an unfamiliar simple word, then rereads the whole sentence smoothly.
Reflexive
Applies early reading across contexts (books, labels, signs), monitors for meaning, rereads to fix errors, and can support peers by modeling decoding/word recognition strategies.
Reads words found in the environment (door labels, snack boxes) and comments on what they say.
Notices meaning breakdown: "That doesn't make sense" and rereads to fix the word.
Helps a peer by suggesting, "Sound it out" and pointing to the first letter/sound.
