Madd is one of the first Tajweed rules children meet, and one of the easiest to practise with fingers.
The madd letters
| Letter | After | Example |
|---|---|---|
| ا | fatha | قَالَ |
| و | damma | يَقُولُ |
| ي | kasra | قِيلَ |
Main types and lengths (Hafs)
| Type | When | Counts | Example |
|---|---|---|---|
| Natural (tabi’i) | No hamzah or sukoon after | 2 | نُوحِيهَا |
| Connected (muttasil) | Hamzah after, same word | 4–5 | جَاءَ، السَّمَاءِ |
| Separated (munfasil) | Hamzah at the start of the next word | 4–5 (2 in some ways of reading) | بِمَا أُنْزِلَ |
| Necessary (lazim) | Sukoon or shaddah after, always | 6 | الضَّآلِّينَ، الٓمٓ |
| Stopping (‘arid) | Stopping on a word after a madd letter | 2, 4 or 6 | الْعَالَمِينْ، الرَّحِيمْ |
Your child’s teacher will choose one consistent length where there are options.
The wavy sign
In many Mushafs, a wavy line (~) over a letter means a longer madd than 2 counts.
Finger counting
Raise one finger per count while stretching. Children instantly see the difference between 2 and 6.
Common mistakes
- Cutting natural madd short when reading fast.
- Stretching short vowels (“bisminaaa”).
- Different lengths for the same madd in one recitation.
Teacher’s tip: Al-Fatihah has almost every type of madd. Practise them there first.
Related: Alif Lam Mim and short vs long vowels.
