A free early reading checklist for parents to identify areas of concern.
Kindergarten through 2nd Grade
Created by Revive Tutoring | Rachna Deepa Dharna, M.A. | Reading and Literacy Authorization
Why Early Reading Skills Matter
Reading struggles rarely appear out of nowhere. Most of the time, there are early signs. A child who cannot quite hear the sounds in words, who guesses words instead of sounding them out, or who can identify letters but still cannot blend them together.
The good news: when caught early, these gaps are very addressable. This checklist covers five foundational reading skills that research shows predict reading success. It is not a diagnosis but simply a starting point for a conversation about your child's reading skills.
How to use this checklist
Go through each item and mark how your child does. Be honest. There are no wrong answers here.
❌ Not yet
🟡 Sometimes
✅ Yes!
👂
Phonological Awareness
Hearing and playing with sounds in words
Before children can read, they need to hear the sounds that make up words. This is called phonological awareness, and it has nothing to do with letters yet. It is all about listening.
🎵
My child can tell if two words rhyme.
Example: "Do cat and hat rhyme? Yes! Do dog and cup rhyme? No."
My child can blend sounds together into a word when I say them slowly.
Example: You say "/c/... /a/... /t/" and the child says "cat!"
✂️
My child can break a simple word into its individual sounds.
Example: "What sounds do you hear in 'map'? /m/ /a/ /p/!"
🔤
Letter Sound Knowledge
Knowing what sounds letters make
Knowing letter names is just the beginning. What matters for reading is knowing the sound each letter makes and being able to recall it quickly without hesitation.
🔡
My child knows the sounds of most consonants (b, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, z).
Example: Show the letter "b" and the child says "/b/" not just "bee."
🗣️
My child knows the short vowel sounds (a as in apple, e as in egg, i as in itch, o as in octopus, u as in umbrella).
Short vowels are the most common sounds in early reading words.
⚡
My child can recall letter sounds quickly, without long pauses.
Slow, effortful recall means the sound is not yet automatic. Automaticity is key to fluent reading.
🔍
Decoding
Sounding out words on the page
Decoding is the ability to look at a printed word, apply letter-sound knowledge, and blend the sounds into a word. It is the core reading skill and the one that breaks down most visibly when a child is struggling.
📝
My child can read simple 3-letter words by sounding them out (cat, sit, hop, bed, fun).
These are called CVC words: consonant, vowel, consonant. They are the first real words children decode.
🚫
My child sounds out words rather than guessing from pictures or the first letter.
Guessing is a sign the child does not yet trust their decoding skills or has not fully developed them.
🔁
When my child makes a reading error, they notice it and try to fix it.
Self-correction shows the child is monitoring meaning and applying phonics knowledge.
👁️
Sight Word Recognition
Reading common words instantly
Some of the most common words in books like "the," "said," "they," and "have" are tricky to sound out. Children need to recognize these words instantly, by sight, to read fluently.
⚡
My child can read the most common sight words instantly (the, and, a, to, is, he, she, was, said, you).
If they have to sound these out every time, reading will feel slow and tiring.
📖
My child recognizes sight words in books, not just on flashcards.
Some children memorize words in isolation but don't recognize them in running text.
💭
Listening Comprehension
Understanding what is read or heard
Even before children can read independently, they should be able to understand stories read aloud to them. Comprehension skills develop through listening first — and they predict reading comprehension later on.
🗣️
After hearing a story read aloud, my child can retell what happened in their own words.
Even a simple retell like "the bear got lost and then found his mom" shows comprehension is developing.
❓
My child can answer simple questions about a story (who, what, where).
Example: "Who was the story about?" "Where did they go?" "What happened at the end?"
🤔
My child can make a simple prediction or inference about a story.
Example: "Why do you think the character felt sad?" or "What do you think will happen next?"
What Your Results Mean
✅ Mostly "Yes!" — Your child is on track
Your child is building strong reading foundations. Keep reading together daily, visit your local library, and celebrate their progress. If you have any lingering concerns, a brief check-in with a reading specialist can offer some answers.
🟡 A mix of "Sometimes" and "Not yet" — Worth a closer look
Your child may have gaps in one or two areas that are starting to affect their reading confidence. The earlier these are addressed, the easier they are to close. Consider a reading assessment to pinpoint exactly where support is needed.
❌ Mostly "Not yet" — Early support is recommended
Your child is showing signs of foundational reading gaps that are likely to grow without targeted instruction. This is not a reflection of intelligence. Many children simply need explicit, structured teaching that schools do not always provide. Reaching out to a reading specialist is a strong next step.
Questions? We are here to help.
Revive Tutoring specializes in targeted, skill-based reading and literacy instruction for K–12 students. If this checklist raised concerns, reach out — a conversation costs nothing.