I teach Year 1 and the majority of children are covering stage 5 phonics, and were taught split digraphs in the Autumn term. They all understand this concept and in a phonics lesson would be able to decode the words correctly. However, when reading a book, often they will sound out each letter, e.g. "c-a-m-e - cam-eh". If I then say, "that's a split digraph, what sound does the /a/ make?" they can then do it. However, for most of them the first thing they do is just sound out each individual letter, and say "e" at the end with a confused look on their face. I guess what I want them to do is look at the whole word and recognise before they start sounding out that there's an e at the end so it's probably a split digraph. How can I encourage this? Am about to do a revision week on split digraphs, but I suspect that as I will tell them it's a lesson on split digraphs they'll all do it perfectly but not necessarily take it in to their reading (or writing, but that's a whole other story!) Any suggestions??