Scroll down for details of
phonically decodable book schemes.
Why are decodable books essential?
''It is true that “Pam had a tan cat” is not the start of a
riveting story. But then again, adult readers, that story wasn’t
meant for you. It wasn’t meant for you to
read aloud to captivate children either, or to
build vocabulary and knowledge of the world, which is also
critical in a strong K-2 literacy program. It was meant to do a
different job, important for a different reason: to help
emergent readers...If students only focus on phonics as a set of
discrete skills through lessons and games and don’t connect
these skills to the reading of text, they will not develop this
habit and use it to read. This, in a nutshell, is why decodables
are so essential''
What are decodable texts and why are they important?
"Decodable texts are a crucial resource for a phonics-based
approach. They incorporate words that are consistent with the
letters and corresponding phonemes that have been taught. The
books are intended to allow students to use their phonic
knowledge to decode new words."
Why ALL Primary Schools Must Invest in Decodable Readers
The new National Curriculum, statutory in maintained schools from September 2014, states that pupils in Y1 should
''read aloud accurately books that are consistent with their developing phonic knowledge
and that do not require them to use other strategies to work out words''.
Please note, it's a myth that synthetic phonics classrooms exclude
'real' books; the alphabet code is taught as part of a broad and balanced language-rich curriculum. Beginning readers in high quality synthetic phonics classrooms will have plenty of access to real books (fiction and non-fiction). When doing shared reading of a real book, the teacher (or parent if it is a home book) takes responsibility for reading any as yet untaught GPCs or words with tricky spellings so no multi-cueing (guessing) or whole word memorisation is necessary.
Guidance on choosing a phonically decodable book scheme
- The sequenced introduction of grapheme-phoneme correspondences (GPCs) in the scheme should follow that taught in the setting’s phonics programme as closely as possible.
- Alphabet code in the text should be cumulative, with previously taught code included along with newly taught code.
- The inclusion of words containing as yet untaught code should be very
limited and they should not be taught as 'sight words' to be memorised as whole shapes.
- Check that the scheme's emphasis is not on initial letters –transitivity needs to be well understood..
- Text should focus on GPCs, not larger units of sound such as onset and rime.
- Avoid schemes where eye-catching illustrations are the main
attraction, with limited text used simply as a garnish.
- If the text includes nonsense words, then check that they
don't use illegal or improbable English spellings.
- Avoid schemes where the illustrations have been deliberately designed to provide clues to the text as this can encourage word guessing. Use pictures to aid comprehension and extend language.
- Check that there are enough books in the scheme to allow adequate code practice-this is vital for 'slow to learn' students- supplement with books from a compatible scheme if necessary.
Experiments on the effects of including illustrations in
beginning reading materials: to improve reading proficiency use
plain text or only use illustrations that provide no clues to
words in text.
''THE KEY TAKEAWAY: If using ‘phonic controlled’
books/texts/readers, it is important that the child taught in a
systematic manner the code sequence to match the books.
Otherwise, the child’s reading accuracy may be reduced which
could lead to frustration and other issues''
ALL books become 'decodable' once you've learnt the Alphabet Code!
For guidance only: catch-up KS2-3 X KS3 - adult X
N.B. this is not a definitive list of phonically decodable book schemes.
Written to support
Sounds~Write or any other linguistic
phonics programme. Can also be used with Letters&Sounds
-see the phonics progression chart available on the website.
- 'Launchers' first texts for beginners at Foundation stage -start at cvc level.
Launchers Units 1-7 are now available as interactive e-Books that can be downloaded onto the iPad or iPhone. Unit 1 is free to download.
- Dandelion readers.
An independent review of Dandelion Readers, Level 2, that introduces alternative vowel spellings.
Decodable book series for intervention KS2-3
- X Alba series.12 books specifically written to appeal to girls in KS2/3. Reading Age KS1 -start at cvc level
- X Magic Belt. 12 books, a prequel to the Totem quest series -start at cvc level.
Review of Magic Belt
- X Totem series. 12 books specifically designed for older struggling readers age 8-14 / Reading Age KS1 -start at cvc level.
- X Talisman series. 20 books specifically designed for older struggling readers age 8-14 / Reading Age KS1.
Check out the website for several new series...
Sounds~Write readers -
written to support Sounds~Write or any other linguistic
Initial/basic code books following
the S~W GPC introduction order -start at CVC level.
Extended/advanced code books: ''These titles focus on particular
sounds to give children plenty of practice of the most common
spelling alternatives presented in each of the Extended Code
X Jera Books.
Cries', a comic book series specifically designed for
older, struggling readers age 11+. ''Each book
focuses on a particular sound and is deliberately contrived to
contain multiple spellings of the sound''. Important -read the
online Teachers' Guide before using these books.
Forward with Phonics.
New. X The Drop-In series: phonics decodable books (start
level) to use with older teens and adults.
Stories for Older Learners: photocopiable decodable stories and
No Nonsense Phonics: Non-Fiction books. http://www.raintree.co.uk/product/9781474709323
These non-fiction books are ideal for practising decoding skills using unfamiliar real words. All words are fully decodable using the GPCs covered in the Phonics Screening Check. The books are meant for consolidation after all the correspondences in them have been taught and are not meant to follow the progression of any one programme. They are divided into two levels. Level 1 correspondences nearly match the correspondences in Section 1 of the Phonics Check and Level 2 correspondences nearly match those in Section 2. Interesting facts are included at the back of each book to to encourage discussion and extend knowledge.
Read Write Inc. OUP. Ruth Miskin's story books and non-fiction books
N.B. RWI's 'Red words' are not meant to be memorised as whole units; Ruth Miskin says ''Help children look for the letters that “work” and ones that are tricky'' in the Red words.
- Ditty Books. first texts for absolute beginners.
- X Read Write Inc. Fresh Start modules. These 'catch-up' workbooks (purchased consumables) for students in Y5+ include age-appropriate text for reading practice.
OUP's Oxford Reading Tree (ORT) Floppy's Phonics fiction & non-fiction.
Matched to the DfE programme Letters and Sounds. Caution: DO NOT confuse these decodable first readers with the first Book Band levels (pink, red, yellow, blue..) of ORT 'Classic' Biff, Chip and Kipper whole language books.
Rising Stars. Rocket Phonics.
48 fully decodable readers. Matched to the DfE
programme Letters and Sounds. Written by synthetic phonics
experts Abi Steel and Anne Glennie.
Sound Discovery: www.syntheticphonics.net
X King Wizzit stories. 12 decodable books specifically written to support the Sound
Discovery literacy programme at digraph level. Funny stories
about kings, islands and dragons, best for 7 to 11 year olds who are poor readers.
- Phoneme Spotter Story Books: each story
features the alternative spellings for a single vowel sound.
Corresponding comprehension and writing activities are
included for a complete lesson.
10 reasons why beginning readers should be
given phonically decodable books:
1. Only phonically decodable book schemes are consistent with the synthetic phonics reading method; they go from simple to complex, use only explicitly taught code and the illustrations are not deliberately designed to provide overt clues to text content. Taught code is used throughout words, rather than first letter emphasis, to ensure that transitivity is well understood. Sounding out is the only strategy required to read the words.
2. Whole-language reading scheme books give beginning readers a misleading idea of what reading entails i.e. that it is a memorising and (psycholinguistic) guessing game.
3. Phonically decodable books give beginning readers the necessary direct and sustained practice in newly taught code and skills to help develop reading stamina, fluency and confidence.
4. There is no way of knowing which particular children entering a reception class have poor visual memories,
intermittent hearing difficulties or weak phonological learning ability. These children are likely to become struggling 'dyslexic' readers if whole-language books are used at first. Children with good visual memories and vocabularies may appear to do well, initially, with whole-language books, BUT see 5.
5. Decodable books help prevent the development of the sight word guessing habit. This harmful habit can be difficult to change when children get older and the brain less 'plastic'. Those with good visual memories will develop this habit quickly and easily through the use of predictable, repetitive text. Eventually their memory for whole words will reach its limit and if they haven't, in the meantime, been taught or deduced the alphabet code for themselves they will struggle to read advanced texts with novel words and no illustrations.
6. Many beginning readers struggle to read
the early levels (pink, red, yellow, blue) of Book Banded
predictable texts, losing comprehension and confidence in the
process. Synthetic phonics instruction along with decodable
books for independent practice gives children quick success, ensuring long term enthusiasm for reading.
The increased focus on phonics teaching has been accompanied by
an increase in reading enjoyment among children.
''In 2016 we recorded the highest levels of reading enjoyment to
date, with nearly 6 in 10 saying that they enjoy reading either
very much or quite a lot''
7. The use of phonically decodable books for independent reading practice is usually only necessary for a short period in the
early years. When taught well with synthetic phonics, most children learn the code quickly, begin to self-teach, and can then move to independently reading real books, rather than being stuck for several years on
leveled schemes with the restricted word count necessary to ensure adequate memorisation of the high frequency words.
8. Good spelling is aided by the use of decodables -see Spelling
9. Empirical research supports the use of
phonically decodable books for early independent reading
practice -see below.
10. Parents easily understand the logic of phonically decodable books and are more able and willing to help their children practise reading at home.
How to help your child to read a decodable story book
Moving from decodable books into leveled or 'real' books (with
assistance) at the end of KS1.
Book Bands and other book leveling schemes.
Book Bands and Leveled Readers Should be Abandoned
Reading Recovery's Book Bands, Pearson's Rigby Star
Independent & Guided readers, Scholastic's PM readers, Cliff Moon's Individualised Reading, Hatcher's Graded booklist and the Catch Up Literacy booklist are all commercial book leveling schemes based on the whole language notion of early reading - that is, beginners, or those requiring intervention, use globally memorised sight words, initial letter/s, picture and context clues to 'read'. In these schemes, books are leveled according to
the number of words on a line, number of lines on a page or
the number of high frequency words used and the degree of
repetition, NOT on the phonic decodability of the text. For example, books in Pink Bookband (recommended for children aged 4-5), 'usually have no more than 10 pages with up to 5 words on a page' (ReadingChest/bookbands). Typically, these books will be described as containing ''predictable text, utilising rhyme, repetition, and supportive illustrations''.
Daniel Willingham discusses readabilty formulas for leveling books.
Leveled books for guided reading - uses PM readers as an
Too bound by Book Bands
Why Book Bands block children's reading progress
The 4th edition of Reading Recovery's 'Book Bands for Guided Reading' (2007) states in the introduction that, ''We have banded only those series produced by publishers specifically for Guided Reading. This excludes books intended for shared or independent use, and also series designed to provide practice with the decoding of certain phoneme-grapheme correspondences, and therefore more suited to a daily, discrete programme of phonic work''. Despite this, the big publishers (OUP, Pearsons...) have chosen to place their phonically decodable books for beginning readers in Book Band colour groups.
Throw out the throwbacks: guided reading using leveled books and multi-cueing.
''(A)s they learn to master the alphabetic code, children should
be given reading material that is well within their reach
in the form of 'decodable books'... Using such books as part
of the phonic programme does not preclude other reading. Indeed
it can be shown that such books help children develop confidence
and an appetite for reading more widely.'' (Rose
Report 2006. para 82)
‘'The selection of text used very early in first grade
may, at least in part, determine the strategies and cues children
learn to use, and persist in using, in subsequent word identification....
In particular, emphasis on a phonics method seems to make
little sense if children are given initial texts to read where
the words do not follow regular letter-sound correspondence
generalizations. Results of the current study suggest that
the types of words which appear in beginning reading texts
may well exert a more powerful influence in shaping children’s
word identification strategies than the method of reading
instruction'' (Juel and Roper/Schneider.
Reading Research Quarterly 18)
''Collectively the results indicate that decodability is a
critical characteristic of early reading text as it increases
the likelihood that students will use a decoding strategy &
results in immediate benefits, particularly with regard to
''Treatment participants reading highly decodable text were
found to apply letter-sound knowledge to a greater extent than
control participants. They also were more accurate and relied on
examiners less for assistance''