b and d. Sometimes t and f

[Seville]

DS1 is 5.3 and in reception. He can sound out words just fine and is doing well, but is not confident at all at b and d and often gets them mixed up when trying to read. Sometimes, if he's not concentrating, he mixes up t and f. Should I worry? How can I help?

[Greeninkmama]

I think that is pretty normal (but some teachers will hopefully be along to give their view). But the main thing is to make reading fun for him (ie lots of praise). Reading with him is great. I had a system in which DD started and then gave me a nudge when she wanted me to take over; I then read until she nudged me again (her turn). Giving them control takes the pressure off.

[maizieD]

Mixing 'b' and 'd' is very common and most children seem to get the difference between the two sorted in time. 't' and 'f' are visually very similar, so that is understandable at this stage, too.

If he doesn't show signs of 'growing out of' the b/d confusion try this (it works for reading and for writing);

Ask child to say /b/ and to note that saying the sound starts with mouth closed. The 'straight line' that the closed lips make can be related to the ascender of the letter 'b'. The mouth is then opened, which is the 'ball' of the letter. So, see the 'straight line' followed by the 'ball', it's 'closed mouth' followed by 'open mouth' = 'b'.

For 'd' the mouth positions are reversed as 'd' starts with the 'open mouth' (sadly, it doesn't handily end with a 'closed mouth', but nothing's perfect!).

I know that OP was just talking about reading, but just in case anyone has a child who reverses them when writing, this works for writing too, as 'b' is written 'closed mouth' first, while 'd' is written 'open mouth' first. If you make sure that the letter formation is always started on the line and emphasise that letters are always written from R to L, the child can't go wrong.. It's when they start at the top of the ascender, get to the bottom and then can't remember which way to go that the confusion with the written forms arises.

It is a bit complex to explain, but easy to put into practice and often more effective than the 'bed' thing that teachers are very attached to! It also works for p/q confusion.

[figcake]

Thanks maizie - that was really useful

[wheelsonthebus]

mine did this all the time in reception. the teacher taught dc to do two thumbs up, and showed dc that the first thumbs up (on the left hand) is b shaped and the thumb on the right is d shaped. (The way to remember which is which is to think of the word bed). Sounds confusing but remarkably effective. HTH.

[Bramshott]

Oh God - DD1 still mixes up b and d and she's a bright 8 year old!

[smee]

Am glad you said that Bramshott, DS is 6 and he's still muddled too.

[bitsyandbetty]

My DD is 6 and also muddled.

[Bramshott]

Smee! I do now roll my eyes when she does it, and say "think of a bed . . . " She is slowly getting better!

[looblylu]

my daughters class all brought home a sheet this week with tips for remembering b and d this week.

The bed one is on there, we already knew and have used that one. DD likes that one.

Also "bat first, then the ball" for b

"drum and drumstick" for d

and "c comes before d"


HTH

[maizieD]

Aaah, I see the 'bed' wins hands down...

[Purplefi]

I have a 6 year old who still does it too, and probably will for some time, she just doesn't seem to get it.