Is That Book Really Decodable?

If you are teaching reading with decodable books, hooray! Learning to decode using a structured, explicit phonics program is the best way to teach beginning readers. The only problem is that books labeled decodable are not all created the same.

For example, if you are teaching CVC words, then most of the words in the book or passage should be CVC words. High frequency words such as: the, a, and is are necessary to complete the sentences, but MOSTLY you should see words such as dog, cat, tub, etc.

If you see words such as: car, boy, and oat, you are not teaching with a decodable book. The word “car” includes r-controlled vowels, “boy” includes a diphthong, and “oat” includes a vowel team. None of these phonemes should be taught before CVC words.

Technically speaking, MOST words are phonetically decodable to experienced readers. So decodable refers only to passages that include the phonics skills that the student has been taught up until that point.

Decodable books should also avoid patterned sentences such as: The cat is on the mat, the cat is on the rat, the cat is on the hat. These books (especially with illustrations) can lead children to guess the words instead of decode.

Using these same words, a better decodable passage would be: The cat is on the mat, the rat sat and sat on the mat, the hat is on the mat.

Should students ONLY read decodable books? No, they should also be given the opportunity to read (with assistance) books with rich vocabulary and phonetically advanced words. Just don’t call them decodable!

Check out these decodable books and activities: