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
Recognizes and names a few letters (often from their name) and sometimes provides a sound with prompts, but confuses many letters/sounds.
What you might see
When shown a letter (e.g., m), cannot name it and does not attempt a sound.
When asked, "Which letter makes /s/?", points randomly among several letters.
Talks about letters by appearance only ("that one is curvy") without linking to sound.
Correctly names the first letter of their name, but struggles to name other common letters.
Gives a letter name when asked for a sound (says "ess" instead of /s/) and needs adult support to separate name vs sound.
Matches a few letters to familiar words (points to 'm' for "mummy") but is inconsistent.
Expected
On track
Links a growing set of common sounds to letters in familiar contexts (e.g., alphabet chart, name labels) and can sometimes choose a letter for a target sound from a small set.
What you might see
Names several letters from an alphabet line and gives their sounds for a subset when prompted.
Chooses the correct letter from 2–3 options when the adult says a sound (selects "t" for /t/).
Uses letter-sound knowledge in play writing (adds a recognizable letter at the start of a drawn object label).
Exceeding
Going further
Consistently names many letters and provides their typical sounds, applying this knowledge to early reading/spelling attempts across contexts.
What you might see
When shown mixed letters, names many accurately and provides a typical sound for each (within the child's taught set).
On a walk, points at a letter on a sign and says its sound (e.g., "that says /b/").
During early writing, says a sound and then writes the matching letter (e.g., says /s/ and writes 's').
Self-corrects a mismatch: "I wrote 'p' but I need /b/" and changes the letter.
Uses letter sounds to decode a short word by blending (points to letters and says sounds).
Helps a peer: "That's 'm' — it makes /m/ like in milk" and gives another example.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Use fridge magnets and say a sound ("/t/"). Ask your child to find the letter. Notice if they can do this for a few sounds they know.
Bath: With foam letters, ask, "Can you name this letter and tell me its sound?" Notice whether they can provide both.
Outdoors: Look at signs/number plates and ask, "Do you see any letters you know? What sound do they make?"
Story time: Point to a letter in the title or on a page and ask, "What sound does that letter make?" Observe whether they connect print to 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 EYFS (2012), Literacy: Reading (30–50 months): "Links sounds to letters, naming and sounding the letters of the alphabet."
This construct is defined in the EYFS framework as an observable step toward word reading through letter-sound knowledge.
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.
Findings support systematic attention to phonics (letter-sound correspondences) alongside phonemic awareness for early word reading.
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 reliably name letters or give their sounds and does not connect spoken sounds to printed letters; may treat letters as pictures or decorations.
When shown a letter (e.g., m), cannot name it and does not attempt a sound.
When asked, "Which letter makes /s/?", points randomly among several letters.
Talks about letters by appearance only ("that one is curvy") without linking to sound.
Emerging
Recognizes and names a few letters (often from their name) and sometimes provides a sound with prompts, but confuses many letters/sounds.
Correctly names the first letter of their name, but struggles to name other common letters.
Gives a letter name when asked for a sound (says "ess" instead of /s/) and needs adult support to separate name vs sound.
Matches a few letters to familiar words (points to 'm' for "mummy") but is inconsistent.
Developing
Links a growing set of common sounds to letters in familiar contexts (e.g., alphabet chart, name labels) and can sometimes choose a letter for a target sound from a small set.
Names several letters from an alphabet line and gives their sounds for a subset when prompted.
Chooses the correct letter from 2–3 options when the adult says a sound (selects "t" for /t/).
Uses letter-sound knowledge in play writing (adds a recognizable letter at the start of a drawn object label).
Secure
Consistently names many letters and provides their typical sounds, applying this knowledge to early reading/spelling attempts across contexts.
When shown mixed letters, names many accurately and provides a typical sound for each (within the child's taught set).
On a walk, points at a letter on a sign and says its sound (e.g., "that says /b/").
During early writing, says a sound and then writes the matching letter (e.g., says /s/ and writes 's').
Reflexive
Uses letter-sound links flexibly to decode and to represent sounds in writing, self-corrects, and can explain to others how a letter represents a sound.
Self-corrects a mismatch: "I wrote 'p' but I need /b/" and changes the letter.
Uses letter sounds to decode a short word by blending (points to letters and says sounds).
Helps a peer: "That's 'm' — it makes /m/ like in milk" and gives another example.
