My 5 year old (half way to six) just doesn’t seem to get blending. For example, the word sit, She knows each sound in the word and if I told her to write the word sit, she could sound it out and write it. But if i put the word in front of her she can not put the individual sounds together. She will say ssssssssss pause iiiiiiiiiiii pause t. She just can’t understand how to make them into one fluid word. Is she just not ready. We have been doing this for months. She can narrate like a champ, is awesome in math, and is very creative. I just don’t know how to get her over this hump. Any help would be appreciated.momto2blessingsParticipant
I’m no expert. But I remember not understanding how my daughter could know the sounds and not blend! I didn’t push it (she was a bit younger than yours) and she eventually just got it. I read somewhere (I believe Dr. Raymond Moore’s ‘Better Late than Early’) that this is a physiological issue—just like learning to sit, walk, etc. When they get it they get it. Maybe somebody else has more insight into this:) GinaRobinPParticipant
I agree. I’d just let it rest for awhile. Continue to play letter games and read a lot to her. The connections will eventually be made and the light bulb will go off and she’ll be on her way.RebekahyParticipant
With my two oldest it just clicked… it was taking forever – they weren’t getting it, every sound was on it’s own and then almost overnight they were reading. Don’t push her, don’t let her get frustrated, do tiny bits each day in a fun way – do your best not to let her feel like she’s not doing what you expect her to and it’ll come.Sonya ShaferModerator
My youngest had a terrible time with blending, still does. But we switched to doing some sight word lessons instead, and that seemed to really help. She felt like she was still making progress but wasn’t getting frustrated. And perhaps more importantly, I wasn’t feeling frustrated anymore either.
Now we alternate sight words lessons and word-building lessons, and she’s continuing to make progress. If you’ve been getting the weekly SCM e-mails, we’re doing a series on Teaching Reading, and parts 3 and 4 will describe those two types of lessons.
Now, having said that, let me concur with the others that there is no need to push. Teach the child, not the curriculum. If she desperately wants to read and is getting frustrated with herself, then maybe sight words will help. If she just wants a break, give her a break.thehauserfamilyMember
Don’t stess. She is still young. As others said it will click, but it may take a while. My 7 1/2 yo still has trouble with it. Upon teacher eval she said he sees whole words and the shape of them, not individual sounds. It is common. Given individual letters he is fine now it is mainly blends he struggles with now. He can say them all but in a word he still see them as individual letters and not blends. This is progress though because he use to see them as your dd and not be able to sound out and put together just the simple letter combo words. He still sounds out many works that he has been reading for 2 years.
I agree with Sonya in doing some sight words and just go slow. Keep up with the letter sounds with some games so they stay fresh and teach blends if she is up for it. Also some sight words.mrskatieParticipant
That’s one reason I love the 100 Easy Lessons book for teaching reading. They do a great job of slowely blending the sounds together. Some of the practice can seem boring to children who don’t have issues with blending, but they are great for those who need the extra help. I have taught 2 kids to read with this book and the first didn’t have any problems with blending (so we skimmed some), but the 2nd did.
I also agree with the thoughts of not stressing or pushing it. Give it time – and pray for patience 😉pangitParticipant
The 100 Easy Lessons does teach that well, I think. Have her repeat after you while slowly saying it (ssssssssiiiiiiiit). Then have her say it fast (sit). Maybe practicing it that way will help her hear it together and be able to do it with other words.
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