If your child has difficulties with blending then follow John Walker's (Sounds-Write www.sounds-write.co.uk/) practical advice:
''If he can't blend three-sound words without help, get hold of a whiteboard or plain piece of paper, write the first word ‘sat’ on the whiteboard and say, “We’re going to read a word with three sounds in it. I want you to say the sounds and listen for the word.”
Now, guide him with your finger to say ‘s’ ‘a’ ‘t’ and he should be able to hear ‘sat’. It is important to use a sound at the beginning of the word that is a continuant – a sound you can hang on to and extend so that he can really hear it.
If he finds this difficult, control the exercise with your finger. Say to him, “I want you to say the sounds until my finger moves on to the next sound.” Now, under the , let your finger linger so that he is saying ‘sssss’. Continue through the word.
You could also get him to run his finger under the word, getting you to say the sounds until his finger moves on. (Children do enjoy having this power over adults!) However, the point you’re making is that if you say sounds (precisely – ‘s’ not ‘suh’), you can hear what the word is.
After he’s read ‘sat’, make him write it and say the sounds as he writes. When he’s written it, he needs to read it back: ‘s’ ‘a’ ‘t’, ‘sat’.
When you’ve practised with lots of words beginning with continuants (‘f’, ‘l’, ‘m’, ‘n’, and so on), practise with words beginning with non-continuants, such as ‘b’, ‘t’, etc).
After that, move on to CVCC words like ‘film’, ‘nest’, ‘wept’. When he’s proficient (80% + successful), go on to CCVC words like ‘swim’, ’frog’, ‘slug’ and so on. Notice that all of these words contain sounds that you can hang on to. This should make it easy for him to hear what the word is.
After reading a word, always make him write, saying the sounds separately, before reading it back at the end''.