← Diagnostic framework
Diagnostic match · Phoneme Blending & Continuous Phonation
Kindergarten Oral Blending: 1:1 Intervention
Tier 3 continuous-phonation blending before any print is introduced.
| What you see | Child knows individual letter sounds but cannot blend into a word ('c-a-t' -> 'dog' or silence). |
|---|---|
| Root gap | Phoneme Blending & Continuous Phonation |
| Instructional target | Continuous blending routines with continuous initial consonants (/m/, /s/, /f/, /n/). |
| role | Reading Specialist / Interventionist |
| skill | Phonemic Awareness |
| grade | Pre-K / K |
| setting | Tier 3 1:1 |
| time | 10–12 min rapid routine |
Exclusion / Risk Boundary
Do NOT introduce stop sounds (/t/, /p/, /b/) initially; avoid visual letter tiles before oral blending is secure.
Root gap · Phoneme Blending & Continuous Phonation
Target · Continuous blending routines with continuous initial consonants (/m/, /s/, /f/, /n/).
Targeted word list preview · LM-101
matsatfatratsaglapmapsapsitfitlitripsiplipfigrig
Matched kits
Directly targets Phonemic Awareness: Short /a/, /i/, /o/ CVC with continuous initial consonants (m, s, f, l, n, r).
Directly targets Phonemic Awareness: Inability to blend 3 phonemes; short /a/ and /i/ with continuous sounds only.