#94: Why Students Can Sound Out Words But Not Read Them with Beth Gaskill
When Sounding Out Isn’t Enough
You’ve taught the sounds. Your student can say each one — /c/ /a/ /t/. But then… silence. No blending. No “cat.”
Sound familiar?
If you’ve ever had a student who can sound out letters but still can’t read the word, you’re not alone. In this episode, I sat down with literacy interventionist Beth Gaskill, who breaks down exactly why this happens—and what we can do about it.
Spoiler: It’s not a phonics problem. It’s a processing and memory issue. And it’s more common than we realize.
Why Kids Struggle to Blend Sounds Into Words
Beth describes this stage as the “fuzzy middle.” Kids have the phonemic awareness to isolate sounds, but they haven’t yet developed the oral blending fluency needed to glue those sounds into words.
Here’s what might be going on:
- Their working memory can’t hold all the sounds long enough to blend them.
- They’ve been taught to segment so often, they’re stuck in a “sound it out” loop.
- They rely on visual cues too early (like letter tiles), instead of building strong oral blending first.
Beth puts it simply: “If they’re not blending orally, they’re not ready to blend visually.”
The Solution? Get Back to the Basics
Beth reminds us: you don’t need complicated tools or Pinterest-worthy stations to support these students. In fact, simple, consistent, multisensory routines work best.
Her go-to strategy:
- Use oral-only blending: Say /s/ /u/ /n/ slowly. See if the child can say sun.
- If they freeze, “blame the sounds” instead of the student. /s/ /a/ /n/ /d/ → sand.
- Try again with spaced repetition and movement.
Simple Multisensory Activities That Actually Work
Beth shares several classroom-tested ideas that build memory, fluency, and engagement—without requiring fancy materials:
Sock Blending
Use rolled-up socks as sound markers. Slide a sock for each sound, then blend as you collect them.
Hula Hoop Hops
Put three hula hoops in a row. Have the child jump or walk through the sounds: /m/ → /a/ → /t/ — then say the word.
Bean Slides
Slide a bean for each sound. Slide them all together to blend.
Movement Games
Add body movements for each sound (tap head, shoulders, knees), then say the whole word. It makes phoneme chaining feel fun and physical.
Working Memory: The Missing Link in Decoding
One of the most powerful ideas Beth shares is this:
“Sometimes, it’s not a decoding issue—it’s a memory issue.”
Kids who forget the first sound before they get to the third aren’t struggling with phonics… they’re struggling to hold it all in their heads. By focusing on oral repetition, motor movement, and simple routines, we can help those students hold sounds long enough to blend successfully.
In This Episode, You’ll Discover:
- Why phonemic awareness alone isn’t enough for blending
- The real reason some kids can sound out words but still can’t read them
- What “the fuzzy middle” looks like—and how to support it
- Simple multisensory strategies you can use tomorrow (with socks!)
- How to build working memory through repetition and movement
Bringing It All Together
If you’re supporting a student who’s stuck between sounding out and fluent reading, take heart: it’s not your fault—and it’s not theirs either. They don’t need more rules. They need more time, repetition, and simple tools that help the brain connect the dots.
Beth’s reminder to all of us?
“It doesn’t have to be flashy. It just has to be consistent.”
Want More Support? Join The Science of Reading Formula
Inside The Science of Reading Formula, you’ll find decodable word lists, oral blending routines, multisensory lesson plans, and real-life support for teachers working with struggling readers.
Let us help you make reading click—for every student.
👉 Join The Science of Reading Formula
LINKS
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