Immediately, we had a dilemma. Oliver was quite happy to say out the phonics, soon enough happy not to say the letter sounds, as well. This was as a bit of a result, as he really struggled to NOT use those, when we were learning phonic sounds without actually applying them. Clearly he didn't understand why we needed phonics when we already had letters, but now, we are 'reading', he is quite happy to apply the sounds, not the letters, because he sees why we need sounds, not letters. Nicely done, Oliver.
But back to the DILEMMA. Do I let him just to continue sounding out the sounds, one by one? And hope for the best? Easy, but how to we convert them into words? Ok, he will, probably, get there with simpler words, though it doesn't fold in naturally, no sign so far, but what about the longer ones? I decided to go with the strategy to of segmenting syllables as in 'M-a 'Ma'' , 'B-a' 'Ba'' and so on and ask O to sound them out smoothly , as he hears them when listening...
The transition from sounding out the individual letter sounds to smooth combo sounds is quite tricky, and a bit frustrating for both of us, if I was to be honest, but I think we are getting there now! I had to re-write the cards, as the first lot was quite sloppy and I didn't want for there to be any more distractions than necessary!
The above strategy left us with some word segments which were a, kind of, 'dual'. For example 'S-o' So' and 'G-g' 'Go'. On their own , similarly to 'I' and 'a' they would read differently then as a part of the word. Unlike the initial issue with 'glueing the sounds' O does really well with reading the 'on their own' words and sounds and not confusing them with the 'middle of the words' ones ( despite the reading book comments suggesting that he might struggle: must be off the range somewhat)! So perhaps I'll keep all the confusing combos and will go through them as 'super special ones' with Oliver, separately. He's bound to pay more attention to them just because the are 'super', I bet!
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