This page has been compiled to help the teachers find the common mistakes that the students make.
Beginners Level
| Mistakes | Examples |
| Makharij | Mixing up the letters that have similar shapes: ب – ي – ت –ث –ن
Mixing up the pronunciation of: هاء – حاء عين – همزة ذال – زاي – سن |
| Heavy and light letters | طاء – تاء
ضاء – دال |
| Emalah to make the letters light | باء – تاء |
| Not emphasising the Dhammah and Kasrah | أَذِنَ – كَبُرَ |
| Prolonging the Harakah more than one count | كَتَبَ |
| Missing the Qalqalah of the letters of Qalqalah | ذق – بطش |
| Making Qalqalah when pronouncing some Saakin letters which are not letters of Qalqalah | أَن – إذ – شئتم |
| Not emphasising the Kasrah and Dhammah of the Tanween | ظللٍ – ولدٌ |
| Not prolonging the natural Madd two Harakas | قال – أعوذ |
| Not pronouncing the Shaddah as two letters | صفا – رب |
| Missing the Ghunnah of the Noon and Meem Mushaddah | منا – ظن |
| The laam of Allah is pronounced light or not pronounced with Shaddah | رسول الله |
| Khaishum (pronouncing some letters from the nose) | الام of الحمد
العين of أعوذ |
| Making Dhammah while pronouncing the heavy letters | طغى |
| Lack of fluency when reading the words at the end of this level |
Level 1
| Mistakes | Examples |
| Makharij | وضحاها
هاء تنطق مثل الحاء أو العكس ضاء تنطق مثل الدال |
| Not applying the rules of Noon Saakin and Tanween, Meem Saakin, Noon and Meem Mushaddad
or not prolonging the Ghunnah as it should be or making Ghunnah where it should be Izhaar |
أنتم – إنَّ – ءامنهم من
ويل لكل (missing the Idghaam) من أعطى
|
| Not applying the rules of Madd or not giving it enough time | السماء – ولا الضالين |
| Missing the Qalqalah especially the Sughra | يدخلون |
| Not emphasising the Dhammah and Kasrah | أعوذ بالله من الشيطان الرجيم
بسم الله الرحمن الرحيم |
| Khaishum | يعملون
Stopping at the end of the Ayahs that have Waaw Madd before the last letter |
| Making Qalqalah when pronouncing Laam Qamariyyah and some Saakin letters that shouldn’t have Qalqalah | حتى زرتم المقابر |
| Pronouncing the Alif following the heavy letters light | قال – صالحين |
| Ikhtilas the timing of the Harakas | رَزَقَكُم |
| Skipping the natural Madd and the Sella Sughra while reciting or making them more than 2 Harakas | لترونها عين
إنه هو |
| Shortening the Madd at the end of the Ayah, or changing it to Haa, or pronouncing Hamza after the Madd | عبس وتولى
Some students say: وتولَ – وتوله – وتولاء |
| Not pronouncing the Raa clearly at the end of the Ayah | القدر – شهر |
| The student doesn’t know when the Raa is heavy and when it is light especially then stopping on a Raa | القمر – مستقر
|
| Making the light letters heavy when followed or proceeded by a heavy letter | الحطب – أرءيت – رسول |
| Tashil the Hamza while reciting | ثم أماته فأقبره |
| Missing the Madd Ewad | صفا صفا
شقا |
| Very quick recitation | |
| Lack of fluency and unable to link the words to read the Ayah | |
| The student doesn’t know where to stop if the Ayah is long so they take their breath while reading | Some Ayahs of Surah Al-Bayyinah or many Ayahs in Juz 28 |