First Words, Big Steps: Helping Your Child Learn to Read
Every reader starts somewhere. What matters most isn’t how fast your child learns to read—it’s that they feel supported and celebrated in the process.
By Dr. Ric, Head of School at The Yutzy School
Watching your child sound out their first word is one of life’s small miracles. One minute they’re just looking at letters—and the next, they’re unlocking the code to reading. It’s exciting… and a little nerve-wracking, too. As a parent, you may wonder: Am I doing enough? Too much? What if they get stuck?
Take a deep breath. Learning to read is a process—sometimes messy, sometimes magical—and your loving support makes all the difference.
Here are a few simple ways to walk beside your beginning reader:
Celebrate Sounding It Out
Don’t rush the process. When your child works to decode a word like “sun,” let them try. Resist jumping in too quickly. Affirm their effort with encouragement: “You figured it out!” or “Great job sounding out those letters!”
Research shows that phonics-based reading instruction—sounding out letters and letter combinations—is one of the most effective ways to build decoding skills (National Reading Panel, 2000).
Reread Favorites
Children love repetition for a reason—it builds confidence. Encourage rereading simple books or familiar passages. It may feel repetitive to you, but it’s powerful practice for them.
Repeated reading improves fluency, word recognition, and comprehension (Samuels, 1979).
Keep Books at Just the Right Level
Books should be enjoyable—not frustrating. Choose ones where your child can read most of the words, but still be challenged by a few. If they struggle with more than 1 in 10 words, save that book for reading together.
Look for beginner-friendly readers with short sentences, predictable text, and lots of pictures.
Play with Words and Sounds
Turn everyday moments into mini reading lessons:
- Spot rhymes: “What rhymes with cat?”
- Break apart syllables: “Ba-na-na… How many claps?”
- Point out blends and digraphs: “Ch is for cheese!”
These little games help build phonemic awareness—the foundation for fluent reading.
Be Patient with Mistakes
Reading isn’t linear. Your child may zip through one book and stumble through the next. That’s normal. Avoid pressure or over-correction. Instead, gently help them figure it out and move on.
Children thrive when learning to read is joyful, not stressful. Keep the mood light. Progress will come.
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Let Them Read to You
Give your child the floor. Let them “be the teacher” and read to you—even if they’re just pretending. Reading aloud builds expression, confidence, and comprehension.
Celebrate their voice. Smile. Nod. Listen.
Invite Reading into Daily Life
Write notes. Make grocery lists together. Read recipes, signs, and Bible verses aloud as a family. Help your child see that reading is useful and beautiful.
One Last Word
My wife and I raised seven kids, and each one learned to read in their own time. I understand how easy it is to worry when it feels like your child is falling behind. But try not to stress or push too hard. Funny enough, the two kids we were most concerned about are now our most enthusiastic readers! Be prayerful and careful as you work with your child. Patience and love go a long way.
Every reader starts somewhere. What matters most isn’t how fast your child learns to read—it’s that they feel supported and celebrated in the process.
A loving, faith-filled home gives your child the strong foundation. When you surround them with encouragement, patience, and prayer, you’re helping them grow into confident, capable readers. Learning to read doesn’t just start with books—it starts with love at home.
References
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. National Institute of Child Health and Human Development. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32(4), 403–408. https://communityreading.org/documents/Samuels%281979%29reprint_Repeated_Reading.pdf