What Resources Should I Use for New Readers
The thoughts shared are my own. I teach reading using the Orton Gillingham approach. I feel this research based approach is wonderful for all students, especially those with language based learning differences. I have taught using this approach in public schools, independent schools, and homeschool settings. I hope you will keep reading for ideas and resources!
Decodable Texts
I am often asked about finding reading materials for students who are new readers. If you have a student in tutoring, in the field of structured literacy, or use the Orton Gillingham approach you may have even heard the term decodable readers or passages. If not, let’s define them quickly and easily. Decodable books or passages are text sources that focus or emphasize words that are phonetically correct - words that can be sounded out and closely align with the rules of our language. These are not the same as leveled readers or leveled literacy books. I feel that leveled readers have a place (OG folks - hang with me), but I also believe that decodable texts are invaluable (if you are new to this idea or against this idea - hear me out).
Recently there has been much chatter concerning the opinion that decodable texts are not necessary for students who are early in their reading journeys. It is often said that students should be reading books that have high frequency words, pictures to infer meaning, and predictable sentence structure. I would like to offer an additional opinion. Yes, I agree there are limited formal research studies on the direct impact of decodable readers (Shanahan, 2018). There are still studies available. However, I am going to use my own research, my 14 years of teaching and 15 years of using Orton Gillingham with students, to make my case. Do I want to get beyond decodable texts? Absolutely, and as quickly as I can, but only after my student has had the foundational pieces and enough practice with them to solidify their skills. These types of readers (and the examples listed below) are used in a brief window when students are first learning to sound out words and learning to read. For some students that window is shorter than others. Let’s keep going….
When your child was first learning to swim, did you first give them a tool to help them feel comfortable in a pool? Ah yes, the ever-so-easy-to-put-on (another lie of motherhood) puddle-jumpers. When your child was first learning to ride a bike, did you give them a tool to help them feel comfortable and learn how to balance? Why yes, the training wheels are fabulous! I think we need to think about decodable text in a similar way. We need to provide targeted practice with skills and patterns of our language that they are familiar with so they can build reading competence. This is what decodable texts can provide. Should this be the only exposure to reading and literature? No way! In fact, in an upcoming post I will show examples of how I use picture books (many above my students reading level) to work on other literacy skills in my lessons - even the lessons in which the student may be reading a decodable passage to themselves.
So a quick note on leveled literacy.
I am a licensed teacher and understand settings where you have a certain curriculum you have to use. I have been there. However, I would encourage you not to use these as the primary tool for teaching students how to read. Guessing and using cueing are not adequate strategies for a language that is so highly predictable. Research shows us this - read more about the statistics in this blog post. Repeated reading and relying on picture clues does not provide the student with the direct and explicit instruction needed to learn to read.
Instead, I think the library of leveled readers, specifically the nonfiction options (not necessarily the repeated reading options), you have in your classroom can be used for things like listening comprehension, vocabulary discussion, making connections, etc. For example the Pearson set level H, has two nonfiction books on bugs and plants that eat bugs. Could all of my early learners (these are supposed to be 1st-2nd grade) read these? No. Should I use them to teach decoding? No. Could I use them for read-alouds or to reinforce our learning in science? Yes! This is how I used them when I was in the classroom and it worked quite well! . For example, when I taught in the classroom I liked to have an easy quick read book to read as my students waited in line or as a brain break. You can repurpose them until your students are ready for them. This way you are still using the required curriculum your district may have, but then you are able to use science based instruction of teaching the structure of our language supported with decodable texts to teach your students to read. I have taught in school settings where you have a curriculum you need to use, and I still was able to do so (just differently) while teaching the science of reading. We hope that tools for teaching the science of reading will soon become the tool of choice.
I recently heard an expert in my field say when students are around “level J” these readers can be used independently. At this point, the student have the decoding skills to read more challenging text.
Critics of decodable texts say the stories are often silly, lack structure, and are less engaging. I would not disagree with that completely. Hey, I have authored many of these passages and they are not always captivating literature. However, decodable texts are tools that give intentional practice on targeted concepts to strengthen their reading skills. The quicker they become proficient with decoding skills the quicker they can read other texts. I will say that I am proud of my passages and keep using them because I see the moments of success and feelings of pride when a new or struggling reader has suddenly reads a page of text all on their own. If you have never struggled with reading, this may not resonate with you as quickly.
So here are a few of the ones that I have used with brief descriptions. You can also find decodable passages in my Resource Center and my TPT store. I will also list some online resources. I like an online resource, but my preference is an actual book in the hand of my kiddo. Call me old school I guess.
Resources Worth a Look
I will start with FlyLeaf Publishing. I like these texts, because as you can see they look like a “real book.” I think the illustrations are wonderful. They currently have a free online offering. You can buy these online at their website, but I have also found them at homeschool book sales, used book stores, and on eBay for a better price. Click this link for the freebie.
Bob Books are another good resource. Not all Bob Books are what I would consider truly an example of “decodable texts”. You will need to check the sets before using them for this purpose. I found that the older sets are better options. I have purchased all of mine from a local used book store.
This set from Scholastic I found in a discard pile at my school a few years ago. They are not my number one pick, but have some good options for those students who are very, very early in their reading skills and need the confidence boost of having a “book” to read. I have found them on eBay as well.
This set was gifted to my daughter. It is published by Veritas Press. We have not yet read the whole series, but so far she has enjoyed them. They are a bit different in content from your traditional readers and so far we have liked them.
Maybe I like this set because of the nostalgic 80/90’s hairstyles much like the ones my mom used to give me. You know the styles where your side ponytail was pulled so hard your face went numb. Ha! This set I found in our local library and then purchased them at our local book store. They are put out by Steck/Vaughan Publishing. These readers are technically out of print, but I have found them on Amazon.
EPS publishes the Primary Phonics, SPIRE, and The Alphabet sets, which I have used with my students. These are easily found on multiple websites, so I would shop around for pricing purposes. You can find them here at the EPS site.
I like the High Noon Series for students who are a bit older and the We Read Phonics Series by Treasure Bay. This link also has other great suggestions.
I hope this has given you a place to start with your early reader. Remember the same way they need practice in a pool or on a bike, students also need extra practice with their reading skills too. This way they will soon be ready to jump into any book!
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