Question Detail

To all the Reading Specialists and Literacy Buffs

Jul 2, 2013 10:51am

I am tutoring this 20 year old girl in reading. She has an intellectual disability, but can recognize all her letters. I am still teaching her some of the basic sounds of letters (phonemic awareness, etc), but she knows the majority of the letters sounds now. One of my common issues is teaching her how to independently sound out words and then tell me the word. I could sound out words for her by doing /c/ /a/ /t/ and she will tell me that the word is cat, but when she taps the letters c a and t and says each sound it takes longer for the words to click.Blending is also an issue for her. Any suggestions? Activities? Processes?

  • English Language Arts
  • Differentiation


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    • Jan 5, 2015 11:13am

      Wondering if she needs more time practicing letter/ sound correspondence until they become automatic and fluent. Sounds like she is using all of her energy remembering the sound of each letter, not freeing up space for blending smoothly. After remembering the sound of each letter- children tend to forget the letters they were trying to blend together. Sounding out words needs to be a quick process in order for kids to be able to hold on to the sounds and then say the word. Hope this helps- god luck!

      • Feb 24, 2017 10:20am

        You may want to try onset and rhyme. This is where you teach the /at/ and then have her blend the /c/ to the rhyme component. That way she is only blending 2 components.