Why do we use decodable books?
Decodable books are written with a specific purpose – to provide opportunities to blend sounds together to read words in connected text. After explicit teaching of sound-spelling correspondences, students can apply their knowledge and enjoy reading for meaning in carefully chosen decodable texts.
How do I choose the right decodable book?
Each decodable book series is systematically sequenced to a chosen phonics scope and sequence and is often connected to a structured synthetic phonics program. Delivering such a program means children are taught a set of sound-spellings correspondences, delivered within a regular time frame. They are given lots of opportunities to practice these sounds and spelling correspondences in set lesson steps every day at school.
View some examples of structured and systematic evidence-based programs (pdf)
Progress monitoring checks are built into many phonics programs and are designed for teachers to collect data so they can see exactly what concept each child needs more time practicing. When allocating a decodable book, children are only exposed to spellings they have been explicitly taught, aiming for reading fluency and enjoyment.
What are important things to consider when choosing decodable books?
When allocating a decodable book, it is a text we want the reader to experience success and enjoyment from. Choosing a decodable book that is a couple of units behind the concept that the student is currently learning is a good way of ensuring reading success. As a result, they gain meaning from what they are reading, and this is our ultimate goal. When delivering a synthetic phonics program, take note of the scope and sequence of the decodable books you are using. Students should only be exposed to decodable books with spellings that they have been taught. With repeated exposure and opportunities to respond in lessons, students can reach reading fluency.
Emma Murphy,
Educational Resources Coordinator
