Learn to read.
The second important actor, in the child's learning, is the adult who accompanies him, who can do certain exercises with him. These will allow the child to see the gestures and infer how to position his lips to pronounce the sounds correctly.
To do this, we select a group of letters of the alphabet, those of less complexity, forming with them names of animals and words of everyday use. In this program, the name of the letter will not be pronounced but its SOUND.
In the first instance, adults should practice with the child, keeping in mind that reading is a process, then they can leave the application in their hands, returning to joint practice from time to time. After a while, adults can go to the “Discover the Word” section and carry out a series of exercises with the little ones:
1- Ask the child to pronounce the sound of the letters that make up the word TREE.
2- After exercising for a while they may ask what did you say?
3- Never tell the child what word he spoke.
In this way we will repeat this action, asking the child to pronounce the sound of the letters of the word tree faster, in this way the distance between the pronunciation of each letter will be shortened, we will continue doing this exercise resisting the urge to tell him what word is pronouncing. One day when asked what did you say? the little one will say I said TREE! At that moment they can celebrate, the boy began to read.
Soon we will begin to observe a lot of interest, to read every word that he finds on his way. This is the time to gradually incorporate more complex figures, such as what happens, for example, with the letter C, which sometimes sounds weak (sky) and other times strong (house) depending on the accompanying graphemes. The other letters of the alphabet that we had not included will also emerge. Remember that it is very important to respect each child's time and their learning process.

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