Decodable Texts

Decodable texts reinforce the connection between phonics elements and connected text reading. They provide a consistent context for readers to implement letter sound strategies.

 

In the past, decodable text has been criticized for its artificial story structure and lack of comprehension material. The High Noon decodable readers used in Connect to Comprehension present stories rich in structure and comprehension with real-life characters who confront everyday problems.

“Reading practice in decodable text helps students assimilate previously taught letter-sound correspondences before new ones are introduced. 

Decodable books provide struggling readers with successful reading experiences that demonstrate the usefulness of phonics instruction.” (Jenkins, et al., 2003)

Positive research on decodable text:

  • Students’ accuracy and word recognition skills are positively and significantly correlated with reading more highly decodable texts (Hoffman et al, 2000)

  • Readers’ performances on decoding and comprehension measures were superior when receiving direct phonics instruction with decodable texts. (Foorman et al., 1998)

  • Students given explicit instruction in phonics and phonological awareness with decodable text outperformed a less explicit phonics group that did not use decodable texts. (Torgesen et al., 1999)

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