In phonics instruction we scaffold blending activities with word complexity and use shorthand writing to represent words using V for vowel, C for consonant, and e for a silent e in a split digraph.
In the classroom we focus on blending these word typed. The teacher will isolate the letters in SAT into S-A-T and then blend and say /SA/ and then add the T and say /SAT/. The teacher models the procedure. Has students do the procedure and then repeats the procedure. Begin with CVC words and then move into initial consonant blends.
Blending is not as effective with vowel patterns as students have already mastered the skill with automaticity and then need to focus on common vowel patterns.