The best order to teach letter sounds is not the alphabet. Start with s, a, t, p, i, n — six sounds that combine into dozens of real words such as 'sat', 'pin', 'tap' and 'nap'. Teaching in this order means your child reads actual words within the first week, which builds confidence far faster than working through A, B, C.
Why not just teach A, B, C?
The alphabet order is great for singing, but poor for early reading. If you teach a, b, c, d, e first, your child cannot build many real words — you simply cannot make much from those letters alone. Motivation dips when weeks of learning produce no reading.
Systematic phonics instead groups sounds so that children can blend and read almost immediately. This is the approach the research summarised by the 2030 Reading Panel supports, and it is the logic behind how the CAPS Foundation Phase sequences sounds.
The classic first six: s, a, t, p, i, n
This grouping is used in phonics programmes worldwide because these six sounds unlock so many words. With just s, a, t, p, i, n your child can read: sat, sit, sip, pin, pit, tip, tap, tan, nap, nip, pan, pat, and more.
Introduce one or two sounds at a time. Say the pure sound, show the letter, and immediately practise blending it with sounds already learned. Reading real words from day two is what makes phonics feel like magic to a small child.
The full early sequence
After s, a, t, p, i, n, a widely used order continues: m, d, g, o, c, k, then ck, e, u, r, then h, b, f, l. Next come the trickier sounds and letter teams. The exact list varies between programmes, but the principle is always the same — most useful and simplest sounds first, harder ones later.
Keep introducing new sounds only once the previous ones are secure. There is no prize for rushing; a child who truly owns twenty sounds reads better than one who has been shown all forty-four in a blur.
Letters with more than one sound
Some letters make more than one sound — the 'a' in 'cat' differs from the 'a' in 'cake'. Early on, teach the short, simple sound (the 'a' in 'cat', the 'e' in 'egg'). The other sounds come later, once your child is reading confidently.
Vowels (a, e, i, o, u) appear in almost every word, so make sure each is solid. A wobbly vowel sound is one of the most common reasons blending stalls.
Matching the order to South African schools
Different South African schools and workbooks may use slightly different orders, and that is fine — the shared principle is systematic, useful-first teaching rather than alphabetical. If your child is at school, a quick word with their teacher tells you which sounds they are covering each term so home practice lines up.
CAPS-aligned home programmes, including SGEG's Literacy Learner Path, follow this useful-first sequencing so what you practise at home matches the classroom. Whatever tool you use, the s-a-t-p-i-n start is a reliable, evidence-based beginning.
Key takeaways
- Teach sounds in a useful order, not alphabetical order.
- Start with s, a, t, p, i, n so real words appear from day one.
- Introduce one or two sounds at a time and secure them before moving on.
- Teach the short vowel sounds first; save the tricky ones for later.
- Check which sounds your child's school covers each term to stay in step.
References & further reading
- 2030 Reading Panel — the state of reading in South Africa
- Department of Basic Education — CAPS Foundation Phase
- DBE Workbooks — free Foundation Phase workbooks
External sources open in a new tab. Saving Grace Education Group is not affiliated with these organisations.