When a preschooler struggles to learn letter sounds, blend words or remember what they have been taught, parents may wonder whether it is simply part of growing up. With so much conflicting advice surrounding early reading, it can be difficult to distinguish between a common misconception and a sign that a child may need additional support.

Test your knowledge with these three true-or-false questions about early reading development.

Question 1: Boys naturally read much later than girls, so delays shouldn’t worry parents. 

While every child may pick up the skills along the reading journey, persistent challenges despite multiple exposure in school, at home, and/or phonics enrichment may warrant further investigation. 

(Answer: False)

Question 2: Learning to read relies mainly on memorising the sounds 

A part of early literacy learning involves development of phonological awareness. Phonological awareness is the ability to hear, blend, and isolate sounds in spoken words. The stronger skills a child has in phonological awareness, the stronger a reader and speller he or she will be. 

(Answer: False)

Question 3: Early screening can take place before Primary 1. 

Early screening helps to identify preschoolers who show persistent challenges so specialised early literacy support can begin before academic frustration sets in.

(Answer: True)

Recognising persistent reading challenges early allows children to receive support before frustration affects their confidence and willingness to learn. These challenges do not reflect a lack of effort or ability; some children simply need literacy skills to be taught in a more structured and explicit way.

The DAS Preschool Programme provides specialised early literacy support tailored to each child’s learning needs. Through engaging, multisensory teaching, we help preschoolers strengthen essential skills such as phonological awareness, letter-sound knowledge and word blending, giving them a stronger foundation for reading and a more confident start to primary school.