Which Dolch words should we practise next?

Opening a list of 220 words can make a small practice session feel surprisingly large. Where do you start? How many should you choose? And what if your child knows a word from one section but needs help with a word from another?

A useful starting point is the learning happening right now: the sounds your child knows, the words appearing in their reading, and any guidance from their teacher.

Start with a conversation

Ask which letter–sound relationships the class is practising and which words would be helpful to revisit at home. That gives your word list a purpose beyond working down a page.

The Dolch list is a collection of common words, not a sequence of phonics lessons. Its familiar group names should not be used as a deadline for an individual child.

A word being short does not automatically make every spelling in it familiar.

Make a very small invitation

For an original home activity, draw three spaces on a folded card and label it “Words we're exploring”. Choose a manageable few words with your child or teacher. Three is just the size of this card, not a research-based quota.

If your child has learned the relevant letter sounds, in, it, and can could offer useful practice. If those are already comfortable, use a different teacher-recommended set.

For each word, say it, connect its sounds with the spelling, and blend it. When part of a spelling is unfamiliar or unusual, explain that part instead of asking for a guess.

Put the words to work

Make a tiny spoken story together that uses one chosen word. You can then write a simple sentence for your child to read with your help.

The sentence may contain other words that need support. Read those parts yourself where necessary, while making sure your child knows which words they are trying to read independently.

Later, look for the chosen word in a suitable book. Finding it is a starting point; invite your child to check its letters and read the whole sentence with support.

Revisit before replacing

Return to the words in a different order or context. Notice whether your child reads them accurately and can explain what a sentence means. A quick answer on one flashcard is not the whole picture.

If a word is still difficult, keep helping with its sounds and spelling. You can put the card away and return another day without treating that as a setback.

Where the list comes from

The University of Utah Reading Clinic's Dolch reference identifies the list's origin in Edward William Dolch's 1936 work. For applying taught sounds and spellings at home, see the UFLI Home Support Guide.

Our word studio lets you browse the groups and print cards. Use it as a resource to select from, rather than a checklist to rush through.