If you’ve ever researched the whole word method or sight word reading, you’ve probably encountered numerous concerns. There are potential problems that often appear in long lists. Things like:
- Guessing words instead of reading
- Poor spelling skills
- Confusing similar-looking words
- Weak decoding ability
- Slow or choppy reading fluency
And while these concerns are valid — they’re almost always based on experiences with school-aged children who are learning to read later in life. But what happens when you introduce reading at a much earlier stage, before a child is even speaking in full sentences?
That’s exactly what we did. I started teaching the boy to read using the whole word method when he was a baby. And yes — some of those concerns did show up in small ways. But no, they were never alarming. Here’s why.
🧠 I focused on observing, not correcting
One of the most powerful lessons I took from Montessori (and many early education pioneers) is the importance of observation. When you’re teaching a baby or toddler, you’re not rushing toward performance. You’re simply watching the brain grow — and creating an environment that supports it.
👀 He glossed over big words — and that was fine
Around 2 years old, when the boy started reading words out loud more consistently, I noticed that he would sometimes pass over big or unfamiliar words — especially ones I hadn’t introduced yet, like prohibited or apartment complex. He’d try, get stuck, and move on.
Was I worried? Not at all.
At that age, his speech was still developing.
He didn’t know the word, hadn’t seen it before, and didn’t understand its meaning — all things that are part of orthographic mapping, which takes time.
I didn’t expect him to read or comprehend big words at that stage. I knew it was a moment of growth — not a cause for concern.
🔁 Occasionally he mixed up similar words
There were small mix-ups, like confusing how and now. But we practiced these words often in playful ways, and I made sure to expose him to similar-looking words in different contexts.
Anytime this happened, I didn’t see it as a setback — just a gentle cue to revisit and reintroduce the words, with zero pressure.
🔤 Spelling? That came much later — and that’s okay
One common claim is that sight word reading leads to poor spelling. But honestly, spelling was never something I expected from a toddler. We played with phonics, we changed letters around, we had fun.
Back then, our focus was purely on input.
Now, at three and a half, we’re starting to explore spelling — and we’re doing so on top of a strong foundation of reading, sound recognition, and daily language exposure. There’s no catching up required, just a natural next step in our rhythm.
🏃♂️ He guessed words sometimes — but I never stressed
Guessing words? Yes, that happened, especially when I started introducing more complex text. But I’d simply slow down with him and ask, “What does it say?”
And almost every time, when he paused and looked again, he could read it.
It reminded me of how toddlers run without fear — they stumble, but they don’t overthink it. His brain was just running ahead, eager to get to the next thing. And that’s not something to correct — it’s something to marvel at.
📖 We didn’t experience slow reading fluency — it only improved
Reading fluency wasn’t something we had to work hard for. Because he was already familiar with whole words and exposed to them daily, his fluency developed naturally and steadily.
It wasn’t forced. It was simply the result of consistent reading, word-rich environments, and time.
💛 Final thoughts: Baby brains don’t work like school-age brains
Most of the concerns around sight word reading are based on systems built for older children — where reading is taught with timelines and expectations. But when you’re teaching a baby, none of those timelines apply.
We’re not looking for perfect pronunciation or performance. We’re building a relationship with written language — one that’s rooted in joy, exposure, and curiosity.
Yes, I noticed a few things people warned about. But instead of treating them as red flags, I saw them as signs to observe, revisit, and move forward gently.
If this topic resonates with you, I encourage you to keep exploring. I’ve written more about our journey, early literacy methods, and what it’s really like to raise a reader from babyhood.
👉 Browse all my blog posts — and take what you need, wherever you are in your journey.
Let’s keep learning together.
