We argue very strongly against the use of the word ‘blend’ as a noun. ‘Blend’ is a verb; it’s something we do. In one sense, all words are blends, blends of sounds. To be clear, what people are referring to when they talk about blends is really consonant clusters or adjacent consonants and some teachers… Continue reading Is a ‘blend’ a thing? No, it’s a process
Why, at Sounds-Write, do we begin our teaching with word-building? There are three main reasons: we are teaching children that spellings stand for sounds in the language; we are teaching them specifically which particular spellings stand for the particular sounds in the words we are going to be using; and, we are teaching the skill… Continue reading Why do we emphasise segmenting skills more than blending in learning to read and write?
I’ve just been reading ‘Learning to Read: A Primer | Part 1‘. It’s the latest in a long line of publications attempting to clarify for teachers and others what the nature of the task is in the teaching of reading and writing. There are in the document lots of things with which to agree and… Continue reading Sorting out some of the confusion in ‘Learning to Read: A primer | Part 1’