Links sounds to letters, naming and sounding the letters of the alphabet.
Observe whether the child: links sounds to letters, naming and sounding the letters of the alphabet.
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
Recognises a few letters (often in their name) and can sometimes give a letter name or sound with adult cues, but confuses names/sounds frequently.
What you might see
When shown a common letter (e.g., 'm'), the child cannot name it or give a sound and guesses a different letter each time.
During a simple matching game (letter to picture sound), matches at random even after repeated modelling.
Correctly names a few letters in their name but cannot say the sounds (or vice versa) without an adult prompt.
Confuses letter names and sounds (says "bee" when asked for the sound /b/).
Expected
On track
Links sounds to letters for a growing set of common letters and can name/sound them in familiar routines, with occasional confusion for similar letters/sounds.
What you might see
When prompted, gives a correct sound for several letters (e.g., /s/, /m/, /t/) and uses this in a quick picture sort by initial letter.
Names and/or sounds many letters in a short alphabet activity but mixes up a few similar ones (e.g., b/d).
Exceeding
Going further
Consistently names and sounds many letters and uses letter-sound knowledge to support blending/segmenting and early spelling in meaningful writing contexts.
What you might see
In writing, chooses letters based on sounds heard in a word (writes starting letter correctly without being told).
During a game, matches multiple letters to their sounds quickly (e.g., points to 'p' when asked for /p/).
Self-corrects a letter choice after checking the sound (changes 'b' to 'p' after repeating the word slowly).
Explains to a peer: "That letter says /m/" or suggests a letter to help someone start a word they’re writing.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At bedtime, pick one letter on a page/sign and ask: "What letter is that and what sound does it make?" Notice whether they can do both.
At mealtime, play: "Find something that starts with /t/" then show the letter 't' and see if your child links the sound to the letter.
In the bath, use foam letters: ask your child to name one and make its sound, then think of a word that starts with that sound.
During outdoor play, try a quick "sound hunt": "Can you find something that starts with /s/?" then write 's' and see if they connect it.
When your child wants to write a word, ask: "What sound do you hear first? Which letter matches that sound?"
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Literacy: Writing (40–60+ months).
Places letter naming and sounding within the typical 40–60+ months progression supporting early writing.
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 (NICHD).
Synthesises evidence that knowledge of grapheme–phoneme correspondences supports early decoding and spelling.
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 connect letter shapes with their names or sounds; guesses randomly or avoids letter-sound tasks.
When shown a common letter (e.g., 'm'), the child cannot name it or give a sound and guesses a different letter each time.
During a simple matching game (letter to picture sound), matches at random even after repeated modelling.
Emerging
Recognises a few letters (often in their name) and can sometimes give a letter name or sound with adult cues, but confuses names/sounds frequently.
Correctly names a few letters in their name but cannot say the sounds (or vice versa) without an adult prompt.
Confuses letter names and sounds (says "bee" when asked for the sound /b/).
Developing
Links sounds to letters for a growing set of common letters and can name/sound them in familiar routines, with occasional confusion for similar letters/sounds.
When prompted, gives a correct sound for several letters (e.g., /s/, /m/, /t/) and uses this in a quick picture sort by initial letter.
Names and/or sounds many letters in a short alphabet activity but mixes up a few similar ones (e.g., b/d).
Secure
Consistently names and sounds many letters and uses letter-sound knowledge to support blending/segmenting and early spelling in meaningful writing contexts.
In writing, chooses letters based on sounds heard in a word (writes starting letter correctly without being told).
During a game, matches multiple letters to their sounds quickly (e.g., points to 'p' when asked for /p/).
Reflexive
Applies letter-sound knowledge flexibly (searches for the right grapheme, checks by saying the word slowly), self-corrects, and supports others with letter-sound cues.
Self-corrects a letter choice after checking the sound (changes 'b' to 'p' after repeating the word slowly).
Explains to a peer: "That letter says /m/" or suggests a letter to help someone start a word they’re writing.
