Why Students Confuse b and d (And What Actually Helps)

Most tutors and teachers using the Orton-Gillingham approach have at least one student (or ten!) who confuses b and d. It’s common!

And if a student has dyslexia, this confusion can stick around longer and feel more frustrating for both the student and the teacher.

The good news? There are simple, effective ways to help.

Why It’s So Common to Confuse b and d?

The letters b and d are mirror images of each other. For a developing reader, especially one still building visual memory, this makes them easy to mix up.

It’s not just a student who is not “getting it,” it’s part of how the brain is learning to process these letters.

Trying to make sense of all the moving pieces in OG? Fast Track course breaks down the foundations and shows how they connect in real lessons, so you’re not guessing what to do next. You can get started here: Fast Track Course

When Should We Teach b and d?

In an Orton-Gillingham scope and sequence:

• b is taught first
• d comes later

Each letter is taught individually, with:

• A keyword
• The sound
• Proper letter formation (with tracing and saying the letter)

B and D are NOT taught together. The confusion usually shows up later, once students begin reading and writing more independently. That’s when you step in with support.

When to Use b/d Activities

You don’t need special activities to teach b and d. You use them only if a student is confusing them. That’s an important distinction.

This isn’t something you plan for ahead of time in your scope and sequence. It’s something that comes up as students begin applying what they’ve learned.

Simple, Effective Strategies That Actually Work for b/d Confusion

1. The “bed” Trick (Visual Anchor)

Draw the word bed like this:

b = headboard
d = footboard

This gives students a quick visual they can recall when reading or writing.

2. Multisensory Tracing

Have students:

• Trace b and d in sand, shaving cream, or on textured surfaces
• Say the letter sound while tracing

This builds muscle memory, not just visual recognition.

3. The “Broccoli Before Donut” Trick (Memorable + Fun)

This one is too good not to share. A fellow tutor brought:

• broccoli (for b)
• donut (for d)

Then use the phrase: “Eat your broccoli before your dessert.” Kids love this and remember it.

4. Consistent Writing Practice

Students improve their writing skills by having plenty of opportunities for practice.

Have students:

• Write words (not just letters)
• Have the student draw pictures of b/d (bear/dog) and label (make it multi-sensory!)
• Use dictation

As writing becomes more automatic, confusion decreases.

A Quick Note About Other Letter Confusions

You may also see confusion with p and q. Same idea — mirror images, same type of support.

Final Word

Confusing b and d is completely normal. With:

• Clear instruction
• Multisensory practice
• Memory cues

Students can move past it, and they do!

Want Help Understanding How This Fits Into Your Teaching?

If you’re trying to figure out:

• When to step in
• What to focus on next
• How this fits into lessons

You can get started here for $79: The Orton Gillingham Fast Track. It breaks down the foundations of structured literacy and shows how they come together in real lessons.

You can also fast-track early learning with the Read & Spell Foundations System Consonants & Short Vowels. It’s here to guide you through teaching those early reading and spelling skills.