Students who are slow in word reading but can blend sounds orally tend to have what?

Students who are slow in word reading but can blend sounds orally tend to have better outcomes because their ability to blend sounds indicates a strong foundational skill in phonemic awareness. Phonemic awareness is crucial for reading development, as it involves recognizing and manipulating the individual sounds in words.

When these students have the capacity to blend sounds, it suggests they understand the relationship between phonemes and their corresponding letters, which is essential for decoding. Their oral blending skill can support their progress as they learn to connect the sounds of spoken words to written language. Consequently, while they may be slow in word reading, their underlying phonemic skills can lead to improved reading proficiency over time with appropriate instructional support.

In contrast, poor outcomes would typically be associated with difficulties in both reading and blending sounds. Students with no impact on learning might not have any noticeable skills related to blending or word reading. Inconsistent results could describe a lack of clear evidence in performance, making it less applicable to the given context. Thus, a combination of slow word reading but strong blending skills suggests these students have a pathway to successful reading development.