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From Sounds to Reading: Bridging the "Blending Gap" for Neurodivergent Learners

One of the most common frustration points in early literacy, particularly for autistic or hyperlexic learners, is the "Blending Gap." This occurs when a learner knows every letter sound in isolation (e.g., they can identify C, A, and T instantly) but cannot mentally fuse them together to say "Cat."

For neurodivergent learners, this is often not a lack of intelligence, but a difference in auditory processing speed and working memory. If there is a pause between the sounds, the brain treats them as three separate events rather than one fluid word.

Here are three strategies to move from isolation to blending without using boring flashcards.

1. Switch to "Continuous Phonation" (The Singing Method)

The biggest mistake often made in early reading instruction is "choppy" sounding out.

  • The Mistake: Saying "/c/ ... /a/ ... /t/." The pause allows the child's brain to "dump" the first sound before they get to the last one.

  • The Fix: Teach Continuous Phonation. This means holding the sound until the next one starts, with no break in breath.

  • How to do it: Use "stretchy" sounds first (M, S, L, F, R). Have the learner "sing" the sounds: "Mmmmmaaaaaaaaat." This physically connects the sounds, helping the brain hear the word.

2. Gross Motor Blending (The "Drive-By")

For learners who are minimally verbal or have high energy, sitting at a table to look at CVC words can be understimulating.

  • The Strategy: Use a toy car or a train.

  • The Setup: Write the letters spaced out on a long strip of paper or a whiteboard.

  • The Action: The learner drives the car slowly over the letters. As long as the car is touching the letter, they (or you) make the sound. The car cannot stop driving until the word is finished. This adds a visual and tactile representation of the blending concept.

3. Start with Word Families (Onset-Rime)

Blending three sounds (C-V-C) requires holding three pieces of data in the brain. Reduce the cognitive load by chunking the end of the word.

  • The Method: Instead of reading C-A-T, teach "AT" as one solid unit (a word family).

  • The Activity: Keep "AT" stable on the table. Only change the first letter.

    • C...at.

    • B...at.

    • M...at.

  • This means the learner only has to blend two parts (the onset and the rime) rather than three, making success much more likely.