They Read That Word Yesterday… So Why Can’t They Read It Today?

Have you ever listened to your child read and thought, Wait, you knew that word yesterday!?

It can be confusing when a child reads a word correctly one day and then struggles with the same word—or a very similar word—the next. But this can actually tell us something important about how they are learning to read.

Recognizing a Word Isn’t Always the Same as Reading It

Sometimes children recognize a word because they have seen it many times. They may remember what it looks like, recognize it from a familiar book, or use the pictures and context to help them figure it out. That can make it seem like they have mastered the word. But recognizing a familiar word is different from having the skills to decode it. When children decode, they look at the letters, connect those letters to sounds, and blend the sounds together to read the word. This is an important skill because children will encounter thousands of words they have never seen before.

For example, a child may recognize ship in a favorite book but struggle when they see shop somewhere else. If they understand that sh represents the /sh/ sound and know how to blend the remaining sounds, they can begin applying that knowledge to other words:

ship → shop → shut → shed → shell

Now they aren't relying on memory alone. They have a strategy they can use with new words.

We Don't Want Children to Memorize Every Word

The goal of reading instruction isn't for children to memorize thousands of words. We want them to understand how our written language works. As children learn letter-sound relationships, spelling patterns, and how to blend sounds, they develop tools they can use independently. That independence is important. Instead of thinking, I don't know this word, we want children to begin thinking, I haven't seen this word before, but I know what to do.

What Can Parents Do?

When your child gets stuck on a word, it can be tempting to immediately tell them what it says. Sometimes they do need help, but before giving them the word, give them a little time to work through it.

You might say:

“Look at the letters. What sounds do you see?”

“Say the sounds and blend them together.”

“Let's look at that part of the word again.”

Then reread the sentence together once they have figured it out.

The goal isn't to make reading frustrating or turn every book into a lesson. It's simply to give children opportunities to use the skills they're learning.

Progress Takes Time

If your child reads a word correctly today and struggles with it tomorrow, that doesn't necessarily mean they have forgotten everything they learned. It may simply mean the skill isn't automatic yet. Learning to read takes practice, repetition, explicit instruction, and lots of encouragement. Celebrate the small steps—the first time they notice a spelling pattern, successfully blend an unfamiliar word, or stop and try a strategy instead of immediately asking for help. Those moments matter.

At Elevate Literacy and Learning, I believe strong readers aren't built by memorizing more and more words. They're built by helping children understand how words work and giving them the confidence and skills to figure them out.

Support. Encourage. Empower. Every step of the way.