54. Blending Strategies

Have you ever had a student rattle off the sounds in a word—/b/… /a/… /t/, only to say “tab,” “balloon,” or even “chicken”? If so, you’re not alone. And here’s the thing: these blending errors aren’t always decoding issues. Often, they’re tied to working memory.In this solo episode of Literacy in Color, we unpack why blending matters, what research tells us, and most importantly, practical scaffolds you can use tomorrow to support students who struggle.Key Takeaways:The difference between Additive Sound-by-Sound Blending and Whole Word BlendingWhy connected phonation is more effective than traditional sound-by-sound blending (Gonzalez-Frey & Ehri, 2021)Several scaffolds to lighten the working memory load: reducing phonemes, continuous blending, backing up to phonemic awareness, and backward decoding, etc.How the gradual release of responsibility helps students build independence and automaticityThe natural transition from oral → whisper → silent blending as students gain fluencyConnect with Michelle:Follow me on Instagram: @michelle_thecolorfulclassroom & @logosliteracyacademyJoin our Facebook CommunitySign up for my NewsletterShop on TPT: The Colorful ClassroomVisit: www.michelleandthecolorfulclassroom.comJoin The COLORFUL Literacy Toolkit MembershipWant to Support the Podcast?Make a Donation to Support ProductionInterested in Learning More about Morphology?Logos Literacy AcademyCourse 1: Mastering Morphology: Foundations for Every EducatorCourse 2 & Curriculum: K-2 MorphologyMonthly Coaching Calls: Logos Live