Children encounter writing long before they can read it independently. They see signs on buses, names on belongings and words beside pictures. Gradually they discover that print carries a message that stays recognisable even when a different person reads it aloud.
Noticing words in the environment
Point out the name on a coat peg or a label on a favourite toy. Explain what it says and what the words are doing. Avoid converting every outing into a spelling lesson; meaningful examples are often enough.
Understanding that text stays the same
Read a short printed caption and return to it later. Children may realise that the words have not changed even though the reader’s voice or expression is different. This idea supports understanding that print is a stable form of communication.
Separating pictures and writing
Show that a picture of a cat depicts the animal, while the nearby letters spell its name. A child may recognise the image long before decoding the word. Both forms of information are useful, but they communicate differently.
Watching reading direction
When sharing an appropriate book, occasionally track a short line with a finger. This can show where a sentence begins and that its words appear in order. There is no need to trace every sentence or insist on formal practice during relaxed story time.
Writing with a purpose
Let a child help make a shopping list, write a birthday card or label a drawing. An adult can write the words as the child dictates them. Seeing spoken language become visible on a page makes the connection concrete.
From meaning to decoding
Recognising logos or memorising a favourite caption is not the same as reading new words independently. As children start formal phonics, support the teaching approach used by their school. Continue reading interesting books aloud so meaning remains central.
A real-life example
A child recognises their name on a labelled water bottle. They cannot yet read an unfamiliar sentence, but they know that the mark identifies something belonging to them. An adult can use that moment to explain that the letters tell other people whose bottle it is. Later, while making a shopping list, the child asks for bananas to be included. The adult writes the word and reads it back. The child sees that a spoken idea can become a message which another person can use. On a walk they might notice a stop sign or a sign outside a library. These signs have practical purposes; print is not simply a collection of exercises. In a picture book, an adult could point to the title and say that these words name the story. During a relaxed reading, the adult may track a short line to show that the spoken sentence corresponds with marks on the page. There is no need to move the finger beneath every word. Later, as phonics teaching begins, the child learns to connect specific graphemes with sounds and blend them to read words they have not memorised. Recognising a familiar logo can help show that print means something, but it cannot replace that decoding process.
What to avoid
Avoid calling memorised signs or word shapes independent reading before a child can apply their knowledge to new words. There is no need to dampen their enthusiasm; describe the achievement accurately. If children invent letters or spelling in pretend play, respond to the message they want to convey while allowing the school to guide formal learning.
Everyday ways to show what writing does
Choose practical examples of print where the message has an obvious use. A shopping list helps someone remember what to buy. A birthday card carries a greeting to another person. A notice on a library door tells visitors when it opens. Talk about these purposes rather than presenting the words as random things to memorise. A child can suggest an item for a list, then watch an adult write it and read it back. They might add their own marks or drawing beside the words. Later, at the shop, you can look at the list to find the item. The child sees that print can preserve an idea across time and place. A written label on a storage box is another example: the words explain what belongs inside even when the speaker is absent. These encounters let children notice that print carries meaning while keeping formal word-reading skills separate. There is no need to ask for correct spelling from a child who has not yet learnt the relevant patterns.
Stories add a different dimension because writing preserves the same sequence of sentences across repeated readings. If a child asks why an adult tells the same ending every night, point out that the words on the page stay the same. You can still invent an alternative version together, but identify it as a new story. As the child begins learning phonics, the connection becomes more precise: specific letters or groups of letters represent sounds that can be blended to read unfamiliar words. A child may recognise their own name by its overall appearance before mastering those correspondences, and there is no need to deny that recognition. Simply avoid describing it as proof they can decode any new text. Continue offering enjoyable read-alouds rich in vocabulary even when independent reading remains at an early stage. Learning that writing communicates and learning how to read written words support one another without being identical.
Questions parents and carers often ask
Is recognising a logo the same as reading?
It may show strong familiarity with a sign and its meaning. It does not by itself demonstrate decoding an unfamiliar printed word. Those are different experiences that can both be valuable during development.
Should I teach my child to write every word they say?
No. Let written messages arise from ordinary purposes such as cards, lists and labels. Adults can act as scribes when children have ideas but cannot yet form or spell words independently.
What about writing a child's name?
Names offer a meaningful early example of print. Showing the letters in order can be useful, but avoid using one familiar name as a measure of all reading skill. Support the child’s next steps alongside their setting’s teaching approach.