A child looks at the picture first and names a word that fits what they see. The printed word is different. They are not using the letters yet.
This is common in Kindergarten and early first grade, especially when a page has a helpful illustration. The picture can support a conversation after the sentence is read. It should not be the first way the child figures out the word.
The first move is not to take the picture away for good, or to look for a page with no illustration. The first move is to have the child look at the letters first, then use the picture to talk about the sentence they just read.
Why the picture can get in the way of the word
An illustration often shows the whole scene at once. In "The Cat and the Rat," the picture shows Pat, a cat with a hat, and a rat on a mat, all together. The sentences tell one fact at a time: "The cat has a hat." "The rat sat on a mat."
A child who starts with the picture may already decide what the sentence will say. Both the cat and the rat are in the illustration, so a guess from the picture is not enough to know whether the next word is cat or rat. That decision has to come from the letters.
Have students use the letters first
Before the child reads a sentence, point to the printed words. If they name a word that fits the picture but does not match the letters, stop and go back to the word. Ask them to look at the first letter and blend the sounds they have been taught. Then have them reread the whole sentence so the corrected word stays in place.
After the sentence is read correctly, look at the picture together and talk about it. The illustration supports discussion, but the words tell the child what to read.
Keep this order the same each time: letters first, then the picture.
Check the meaning in the sentences, not only in the picture
When you ask a question such as "Who has a hat?", have the child find the sentence in the passage. The picture can make the answer feel obvious, but the check is whether they can point to the words that tell the answer.
If you want the full page routine—previewing the word rows, supporting the first reading, and connecting both questions to exact evidence—use the companion guide How to Use Decodable Reading Worksheets: A Worked Example.
When a student still guesses from the picture
If the child still looks at the illustration first, reduce the support of the picture without removing it from the page.
- Cover the picture for the first reading of the sentence, then uncover it for discussion.
- Point to the word and wait for the child to use the letters before you talk about the picture.
- Choose a page that matches phonics skills already taught, so the words are ones the child can actually decode.
- If cat and rat are mixed up, return to the first letter and reread the sentence that contains the word.
The goal is not to hide every picture. The goal is one sentence the child can read from the words, then talk about with the illustration.
To choose a page that matches taught phonics, see How to Choose Decodable Readers: A Phonics Skill Guide.
Decodable pages that keep the words first
The Decodable Readers are one-page stories with a short illustrated passage. Each page also includes a target-word warm-up, high-frequency support words, and two text-based questions. There are 11 books and 256 readers for Kindergarten through 2nd Grade.
Use a page after the relevant phonics skills have been taught. The picture is there to support discussion after reading. The printed words are what the child should read.
FAQ
Why do my students guess the word from the picture?
The illustration often shows the whole scene at once, so it can feel faster than blending the letters. Guessing from the picture is a different strategy from decoding the printed word.
Should I use pages with no pictures?
No. A short illustrated passage is still useful. Have the child read the words first, then use the picture to talk about the sentence. You can cover the picture for the first reading, then uncover it.
What should I do when the guessed word fits the picture but is not the printed word?
Point back to the word. Ask the child to use the first letter and the sounds they have been taught, then reread the sentence. Talk about the picture after the sentence is correct.
How do I know the child read the word instead of guessing?
Have them point to the word and blend it. Then ask them to find the sentence that answers a question. If they can only answer by looking at the picture, go back to the printed words.
What if the words on the page are too hard?
Choose a page that matches phonics skills already taught, and preview unfamiliar support words. A picture cannot make an untaught pattern readable. Use the phonics skill guide to select a suitable starting reader.