🔎 Decodable Books Part 1: The Science of Reading
In Focus 🔎 Reading &
Decodable Books
What are Decodable Texts?
Definition and Major Finding
A decodable book is written using only words that have the letter-sound patterns that a student has already learned, along with limited high-frequency words that are not decodable or are a higher phonetic level.
“In a sense, what you’re building [by using decodable texts] is a robust decoding strategy, which is what we know skilled readers do.” (Dr. Heidi Anne Mesmer)
“(A) review of research on the influence of decodable texts on reading achievement found that decodability is a critical characteristic of early reading text. The research reviewed suggest that decodability increases the likelihood that children will use a decoding strategy and may also improve accuracy. It seems reasonable to presume that successful use of decoding is meaningful to children.” (Ofsted Research, 2022)
How do decodable books provide practice with a purpose?
💬 The Science Says:
“There is evidence that phonics teaching is more effective when children are given immediate opportunities to apply what they have learned to their reading (Hatcher, Hulme & Ellis, 1994) and so, for these reasons, we believe that there is a good argument for using decodable readers in the very early stages of reading instruction.” (Castles, 2018)
🟨 Our Approach:
CRSL stresses the vital importance of pairing phonics instruction with multiple opportunities to read connected text that emphasizes these phonic patterns. As Louisa Moats (2024) commented, “What is the point of learning a (phonics) correspondence unless you can use it in reading?”
Our readers explicitly match our phonics instruction so that students can apply what they have learned. Through cumulative, repeated, and structured exposure, we reinforce skills and develop automatic word recognition.
How should you select a decodable text/series?
💬 The Science Says:
Research has emphasized that teachers must carefully study any text that is marketed as “decodable.” Educators must ensure that the order in which a decodable series presents phonics patterns matches the scope and sequence of their phonics program. A decodable book is not decodable for a student if there is a discrepancy between the two presentations.
🟨 Our Approach:
CRSL believes that it is the alignment with the phonics instruction that makes the decodable readers instructionally powerful.
Drill Down for quick list of CRSL Phonetic Concepts contained in our Decodable Books
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VC, CVC words with short vowels
CCVC, CVCC words with Consonant Digraphs (sh, ch, th, wh, qu, ng)
CVCC, CCVC, CCCVC words with consonant blends
Introduce (read only) CVCe, VC words
One-Syllable Words with inflectional suffixes, without doubling rule
CVCC or CVCCC words with ff, ll, ss, ck, tch, dge
Closed Syllables with Word Families (-ing, -ang, -ink, -ank, -all)
Closed Syllables with Soft C, G
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Multisyllables with Closed Syllables (CVC/CVC, CV/CVC)
Open Syllables
Silent Magnetic e Syllables
Consonant-le Syllables
Prefixes and Suffixes
Long /E/ Syllables with ee, ea
Best Spellings for Long /E/ (e-, e_e, -y)
R Family Syllables
Rebel R Family Syllables
(/air/, /ear/)Vowel Team Syllables (au, aw, oo, ou, ow, oi, oy)
Vowel Team Syllables (ai, ay, oa, oe, ui, ue)
Best Spellings for Long A (a-, a_e, -ay, ai)
Best Spellings for Long O (o-, o_e, -ow, oa, oe0
Word Families (-ost, -old, -ild, -ind)
Variant Vowels (ou, ow, igh, ea, y)
Best Spelling for Long I (i-, i_e, -y, igh)
CY Change (changing y after a consonant to i before a suffix except -ing)
Variant Vowel Teams (ei, ey, eigh, eu, ew, ie)
Best Spellings for Long U (u-, u_e, -ew)
Silent Letters (gh, mb, pn, ps, sc)
Three Sounds of ch (/sh/, /ch/, /k/)
How do decodable books encourage real reading (not guessing)?
💬 The Science Says:
Decodable books reduce guessing by removing the need for it. (Reading Rockets, n.d.)
🟨 Our Approach:
When beginning readers are given books with uncontrolled vocabulary (often predictable or leveled texts), they often compensate by guessing. Research has shown that guessing based on pictures cues or context is an unreliable strategy. However, it frequently becomes a habit that is hard to break.
CRSL teaches students the reliability of decoding skills. When students encounter our text, they have been taught the phonics skills to decode the phonetic words as well as the high-frequency words that are either irregular or are at a higher phonetic level.
How do decodable books develop confident readers?
💬 The Science Says:
“…the use of decodable texts can provide a meaningful and engaging reading experience for young learners, and can help to build their confidence (Pikulski, 1994) as they develop their reading skills.” (Odo, 2024)
Successful task completion strengths confidence and persistence. (Bandura, 1997)
🟨 Our Approach:
CRSL sets students up for success. We preview words, decodable and irregular, with a prereading method called Four-Steps Vocabulary. Students know that they can read the words accurately. Success is immediate and repeatable. Students internalize “I can read this!” Reluctant readers now approach reading with enthusiasm.
Are there cautions to using decodable books?
💬 The Science Says:
Decodable books should not replace rich read-alouds of authentic literature.
Decodable books must be aligned to phonics instruction.
They are not forever books; they have a time and a place in reading instruction.
🟨 Our Approach:
CRSL agrees with Louisa Moats (2024) that decodable books are a tool that should be individualized for each student. Students should stay with decodable books until a certain level of mastery is made. Dr. Moats defined this mastery by the students’ ability to accurately use the regular sound-letter correspondences to read words and by their acquisition of a sight vocabulary of several thousand words. Teachers must assess the accuracy of a student’s decoding and word recognition skills to know when the student can transition to other texts.
Final Thoughts: When aligned to phonics instruction and used intentionally, decodable books give students repeated success – building automaticity, fluency and confidence. Phonics programs are incomplete without intentional practice in applying knowledge to reading and writing connected text.
Next up: What makes a decodable book work? Cheryl Rose Campbell gives five essential criteria for effective decodable books that examine their meaningfulness and use of engaging, natural language. Let’s get practical and move on to Conversations with Cheryl.
Resources & Further Reading
Bandura, A. (1997) Self-efficacy: The exercise of control. W.H. Freeman and Company.
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51.
Chrisman, Tiffany A. (2005). The effects of repeated reading and types of text on oral reading fluency. Doctoral Dissertation, University of Pittsburgh (Unpublished).
Ehri, L.C. (2014) Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.
Iowa Reading Research Center. (2020, November 19). The role of decodable readers in phonics instruction. University of Iowa.
Mesmer, H. A. E. (2005). Text Decodability and the First-grade Reader. Reading & Writing Quarterly, 21(1), 61–86. https://doi.org/10.1080/10573560590523667
Moats, L. (2024) How long should students work with decodable text?
YouTube video, April 8, 2024. Posted by Reading Universe.
Odo, D. M. (2024) The use of decodable texts in the teaching of reading in children without reading disabilities: a meta‐analysis. Literacy, 58(3),267–277.
Ofsted. (2022). Research review series: English. GOV.UK.
This post is a part of our In Focus series, timely writings for educators, addressing concerns and solutions for today’s changing educational climate.
