# Kindergartener: difference between b and d

## Recommended Posts

My little guy (5) is having a hard time telling the difference between b and d.

I've run out of ideas on how to help him remember. Anyone have an idea?

##### Share on other sites

I put the word "bed" up on our whiteboard. If he gets them mixed up, I just point to the board and he corrects himself. As he's reading, I'll just correct him, as well. I've noticed a marked improvement over the last few months.

##### Share on other sites

We're having the same difficulty. I understand it is somewhat typical until 1st grade, but my oldest 2 never had this problem :)

Brownie

##### Share on other sites

If your child knows how to write a capitol B, have him/her look at the lowercase letter and draw a hump on the top part (physically at first, or with his finger, or in his head......whichever seems to work). If adding the hump makes a capitol B, it's b. If it's a backwards B, the letter is d. Anyway, that's what I've been doing with my K'er. Some days it works well and other days she still has issues.

My older daughter had the same trouble but eventually figured it all out. It's normal at this age.

Good luck!

##### Share on other sites

b has a biiiiiiiiiiiiiiiiiiiig belly. The b's big belly is "pointing" towards the "ig" so it's a b. The big belly points towards the rest of the word.

##### Share on other sites

He's just little. Probably just reminding him each time he meets one or the other will be enough, KWIM? And I wouldn't give him too many different suggestions on how to remember.

Spalding teaches thusly:

They are never taught or discussed at the same time.

Letters that begin with circles are taught first, then letters that begin with lines.

d is a short letter with a tall part. It begins with a circle (the short part) and it ends with a line (the tall part). When you say /d/, your lips make sort of a circle.

b is a tall letter with a short part. It begins with a line (the tall part) and ends with a circle (the short part). When you say /b/, your lips make sort of a line.

When your ds meets one or the other, you can just give him the clues; sometimes just asking whether it begins with a circle or a line is enough to trigger the correct letter/sound.

##### Share on other sites

It is driving me crazy.

I tell my 5 yo boy that d starts with a belly first, than a big line, while b starts with a line and then a belly. We tried the bed and did not work.

I think mine will figure it out once we get to the lower case letters in HWOT. But not there yet...

##### Share on other sites

I teach K in all uppercase from the white board to avoid this problem, then the transition from B to b makes it clear.

Here are some ideas I have for b/d problems with older students, for K I would just teach in all uppercase.

##### Share on other sites

My daughter struggled with this, what finally helped was asking if the back (b) or the doughnut (d) came first on the letter. I read that somewhere on these forums and it really worked for us. HTH :001_smile:

##### Share on other sites

time. :)

My oldest read early and well, yet... she'd mix them up until midway through first grade. Ds is in K now, and he'll go a couple of weeks with them perfectly, then have a week or two where he gets them mixed up. Then back.

##### Share on other sites

He's just little. Probably just reminding him each time he meets one or the other will be enough, KWIM? And I wouldn't give him too many different suggestions on how to remember.

Spalding teaches thusly:

They are never taught or discussed at the same time.

Letters that begin with circles are taught first, then letters that begin with lines.

d is a short letter with a tall part. It begins with a circle (the short part) and it ends with a line (the tall part). When you say /d/, your lips make sort of a circle.

b is a tall letter with a short part. It begins with a line (the tall part) and ends with a circle (the short part). When you say /b/, your lips make sort of a line.

When your ds meets one or the other, you can just give him the clues; sometimes just asking whether it begins with a circle or a line is enough to trigger the correct letter/sound.

:iagree:

I am teaching my DS 6 this way and it has helped a lot! He learned the "d" phonogram first, then a couple weeks later we introduced "b". When we review the phonogram sounds, I remind him that "d" is a short letter with a tall part and he can write it correctly. This is working better than the "bed" trick and I wish I'd done the same with my older two kiddo's!

##### Share on other sites

Thanks all! I think I'll go with the Back and Donut one first and see what happens.

I do know it's pretty normal, but still wanted to help him through it. He's learning to read and runs into words like "dog" or "beg." I think he'd like to be able to figure it out without just guessing.

##### Share on other sites

it takes a LONG time for little people to get those straight. That said, have you taught him cursive? It's very hard to get them backwards in cursive. If you don't want to go that route, just be patient and keep correcting-even AS he's writing it (if you wait until after it;s just cementing it in is head one more time)

##### Share on other sites

b has a belly; d has a derriere...my ds thought that was hilarious, and it cemented the idea in his mind. He still made mistakes but he'd mumble under his breath, "b has a..." Eventually, he got them right.

##### Share on other sites

My daughter struggled with this, what finally helped was asking if the back (b) or the doughnut (d) came first on the letter. I read that somewhere on these forums and it really worked for us. HTH :001_smile:

:iagree:

I read that on here too. Using this, I saw improvements with my kids with this issue immediately. To remember it we say, "Back, B, /b/. Donut, D, /d/." My six-year-old has gotten to the point that she doesn't even have to say it out loud anymore, she just recognizes the correct letter.

##### Share on other sites

My little guy (5) is having a hard time telling the difference between b and d.

I've run out of ideas on how to help him remember. Anyone have an idea?

My 5 year old ds had this problem until I told him to pretend the "b" and the "d" were cars going in different directions. Although he does not have to do it anymore, he used his right and left hand to figure it out. He would sing (while using his thumbs), "The 'b' drives to the right and the 'd' drives to the left."

##### Share on other sites

Have him hold up him thumbs on both hands. Put the fists together and the thumbs on opposite ends. It looks like a bed. The left hand looks like the "b" and the right hand looks like the "d". My son loves this and hasn't confused them since I showed him.

##### Share on other sites

LOVE IT! We use the bed one but I think I will introduce this. My dd loves anything about derriÃ¨res

b has a belly; d has a derriere...my ds thought that was hilarious, and it cemented the idea in his mind. He still made mistakes but he'd mumble under his breath, "b has a..." Eventually, he got them right.

## Join the conversation

You can post now and register later. If you have an account, sign in now to post with your account.

×   Pasted as rich text.   Paste as plain text instead

Only 75 emoji are allowed.

×   Your previous content has been restored.   Clear editor

×   You cannot paste images directly. Upload or insert images from URL.

×
×
×
• Create New...