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However, it could be potentially confusing for beginning readers to explore some rhyming words in print because a number of them have inconsistent spelling patterns for example, gate, weight and wait, snow and go, torn and faun, bed and lead.Īnd a few rhyming words, such as borough and thorough, have difficult spellings.Ĭonsequently, rhyming words like the examples above are better introduced verbally for beginning readers. For example, g oat, b oat, c oat, st oat and thr oat. Kids can also start to recognise some of the common spelling patterns in the rhyming parts of words if they can see the words in print as well as hearing them. It also helps them to realise that words can be made up of different parts – initial sounds and word ‘endings’ that sometimes rhyme with the endings of other words.Īdditionally, having an appreciation of rhyme will help children become better writers in the future, when they might want to use rhyming language in a piece of work for literary effect. This is because listening for rhyme gets kids to focus on the sounds in words rather than just their meaning. Read each sentence slowly to your child as you point to each word and then show them how they can highlight or circle each word.īeing able to recognise or produce words that rhyme can be helpful for children who are learning to read and spell. You can practice this with your child by highlighting or circling the individual words on our free ‘ Identifying Words in Sentences Activity Sheet.’ Identifying written words is easier for kids to grasp if you start with short, simple sentences. This might seem obvious to us, but words and letters just look like random squiggles to young children. It’s also worth explaining that the gaps in written sentences represent where one word ends and another word starts. So as we read to them, it’s helpful to point to written text.

Toddlers and young children need guidance in making the connection between sound and print. We want to prepare kids for reading print, so the main focus should be on helping them to identify words in written sentences. See our article ‘ How Does Phonemic / Phonological Awareness Develop?’ for more information about this. In fact, figuring out that sentences are made up of words is one of the most basic phonological skills and most children start to grasp this idea by the time they’re around 6 months old. They might not be able to articulate this, but they’ve got the basic idea. However, we don’t think this is necessary.Ĭhildren who are able to understand short sentences or phrases already know that spoken language contains words.

Some educators begin reading instruction by teaching children to count spoken words using blocks or coloured tokens. It’s impossible to understand written or spoken language if we can’t identify individual words in sentences.

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