On the sounding out business - it is interesting. And I do hope some others will join in with their thoughts. There could be many reasons why these children sound out more than you feel is desirable for their enjoyment of the reading process. My guesses are it could be because: - that's the way their brains work and with practice the overt "sounding out" process will go way of its own accord - they are reading books that are too difficult for them - they are not recalling individual letter-sound correspondences as fast as they might (or digraphs and trigraphs if they have got that far) - they have not been blending for very long so it has not yet become automatic for them on simple words - they are not reading many words each day either at school or at home - they are shy when they are doing it with someone they don't know well - they think that's what you should do (sound out every word), even when they are capable of not doing it that way - people around them have given them the idea that sounding the word out is not "proper" reading so they feel they are failing when they do it - you haven't listened to them for long enough for them to get into "their stride" - just as it takes some children very many repetitions to learn a word from a flashcard and recognise it correctly next time round it takes some children longer than others to get to the point of blending automatically, or committing a word which they have "sounded out" several times to memory I don't see it as problem so long as the child is understanding what they are reading and enjoying the learning to read process. If they are not some more learning needs to take place before reading that particular book. My experience is limited - my own children, and a range of children with learning difficulties. It's interesting that different adults can differ very much as to what is going on. For example my younger child used to tell me that she felt very sad when she was reading to her reception class teacher. She couldn't explain to me why. Also at home she loved reading to quite a wide range of people. When I finally saw the teacher's records (which were not put into the reading record that we as parents were required to write in every day) I could see that she was reading very limited CVC books at school when she had passed through that point a year earlier at home, and for some reason at school to this particular teacher she was sounding out every word. So the teacher must have thought that my reading record notes were a work of pure fiction, and my daughter must for some reason have felt that this was the way she was supposed to read the book she had to read to this particular teacher. Anyhow, this is a personal aside, but I never found the "sounding out" stage bothersome so long as the child was enjoying the reading, the story, the pictures etc. At home I found that perfectly possible. At school something clearly wasn't working for her. You sound very approachable. Your advice is always to approach teachers and explain the concern. I would agree with you there, and always give the same advice to others. It is my experience though that in these earlier years at school most teachers are too busy (which I can understand) to try and take on board and think through what might be causing a mis-match between what is happening at school and what is happening at home. As you tackle things from the completely opposite angle, I would like more of your thoughts about how you would get children through this "sounding out" phase faster if it is indeed causing problems. My own children passed through it very fast and on to silent reading shortly after that, so I only come across the repeated "sounder-outers" at school. I do find there are some children who sound out CVC words ad infinitum but who read harder ( and still new words, not words they already know the shape of) more easily. I do sometimes wonder if this is because sentences like: "Bob's bug bag had a fat flat fish on it" are very hard to say naturally, and personally I find them "harder" to read too - all very choppy for me both to say and read, almost a tongue twister and a brain twister at the same time. Please tell me more about how to split up long words; just telling me to use common-sense doesn't really help me. It needs to be a method which a young child can use independently when tackling a new polysyllabic word, and I can't tell her to use her common-sense.