Can segment the sounds in simple words and blend them together.
Observe whether the child: can segment the sounds in simple words and blend them together.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Notices bigger sound chunks (e.g., claps syllables or matches rhymes) and can sometimes blend or segment with heavy adult modelling, but is inconsistent at sound-by-sound work.
What you might see
When an adult says "/c/ /a/ /t/", the child cannot say "cat" and instead repeats one sound or gives an unrelated word.
When asked to "say the sounds in dog", the child says the whole word only and does not attempt sound-by-sound.
Can blend when an adult stretches the word ("ssssuuuun") but not when sounds are separated ("/s/ /u/ /n/").
Attempts to segment using claps/taps but counts syllables ("ba-na-na" = 3) rather than sounds in a short word.
Expected
On track
Can segment and blend some simple words in familiar games when prompted (e.g., using fingers to count sounds), but may miss or swap middle/end sounds.
What you might see
With a prompt like "use your fingers", segments a CVC word (e.g., "sun") into three sounds but may drop the middle vowel.
Blends three separated sounds into a word after a short pause (adult: "/m/ /a/ /p/"; child: "map").
Exceeding
Going further
Consistently segments and blends a range of simple words across contexts (play, story, phonics, writing attempts) and uses this to support early spelling/decoding.
What you might see
Independently taps or fingers three sounds for a CVC word and says them in order ("p-i-g").
While writing, says a word slowly and chooses letters for most heard sounds (e.g., writes "CT" for "cat" then adds the vowel when prompted).
Self-corrects after blending (says "sip" then repeats and changes to "ship" when the adult points to a picture).
Explains or demonstrates to someone else how to "push the sounds together" or "pull the word apart" during a game.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
In the car or walking, try "robot talk" (say "/h/ /a/ /t/") and notice whether your child can blend it into the word.
At bath time, ask: "Can you say the sounds in 'soap' (s-oa-p)?" and see whether they try sound-by-sound or only repeat the word.
At mealtime, pick a simple word ("cup", "peas") and ask: "What’s the first sound? What are all the sounds?"
While sharing a picture book, point to a familiar object and say the sounds separately; notice whether your child blends them without needing you to model the whole word.
When writing a quick list (shopping/to-do), invite: "Say the word slowly—what sounds do you hear?" and observe whether they can segment to choose letters.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (EYFS) (2012), Literacy: Writing (40–60+ months).
Positions segmenting and blending as a typical phonological skill supporting early writing/spelling in the 40–60+ month band.
Developmental research
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (NICHD). “Phonemic awareness” includes phoneme blending and segmentation tasks.
Summarises evidence that phonemic awareness skills (including blending/segmenting) support early reading and spelling development.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Does not break simple words into individual sounds or combine separated sounds into a word; relies on repeating the whole word or guessing.
When an adult says "/c/ /a/ /t/", the child cannot say "cat" and instead repeats one sound or gives an unrelated word.
When asked to "say the sounds in dog", the child says the whole word only and does not attempt sound-by-sound.
Emerging
Notices bigger sound chunks (e.g., claps syllables or matches rhymes) and can sometimes blend or segment with heavy adult modelling, but is inconsistent at sound-by-sound work.
Can blend when an adult stretches the word ("ssssuuuun") but not when sounds are separated ("/s/ /u/ /n/").
Attempts to segment using claps/taps but counts syllables ("ba-na-na" = 3) rather than sounds in a short word.
Developing
Can segment and blend some simple words in familiar games when prompted (e.g., using fingers to count sounds), but may miss or swap middle/end sounds.
With a prompt like "use your fingers", segments a CVC word (e.g., "sun") into three sounds but may drop the middle vowel.
Blends three separated sounds into a word after a short pause (adult: "/m/ /a/ /p/"; child: "map").
Secure
Consistently segments and blends a range of simple words across contexts (play, story, phonics, writing attempts) and uses this to support early spelling/decoding.
Independently taps or fingers three sounds for a CVC word and says them in order ("p-i-g").
While writing, says a word slowly and chooses letters for most heard sounds (e.g., writes "CT" for "cat" then adds the vowel when prompted).
Reflexive
Applies segmenting and blending flexibly to unfamiliar words, self-corrects when it doesn’t sound right, and may explain the strategy or support a peer.
Self-corrects after blending (says "sip" then repeats and changes to "ship" when the adult points to a picture).
Explains or demonstrates to someone else how to "push the sounds together" or "pull the word apart" during a game.
