To Decodable Or Not To Decodable? That Is The Question

 This has been a hot topic recently.  With Tim Shanahan's blog post on the research behind decodable books and their use (of which there has not been a lot) Blog post here.

Firstly let me say, I love his work, his research and insights have shaped a lot of what I do now.   But let's put some perspective on the post.

Very basically, the research is limited and unclear, leading to his last comment.

"I think it’s okay to use decodable texts as part of phonics instruction, but such practice should be

 limited, and even beginning readers should be reading (not just listening to) more than decodable texts."

This issue is complex and, in my opinion, not as straightforward as "Decodable's are nice to have, but not needed," as some might believe based on this last comment.

It's crucial to consider both research and practice in this matter. Given the high cost and difficulty of conducting relevant research, we must rely on practical experiences to answer questions like what constitutes good practice, the role of decodable books, their intended use, and how they compare to other text types.  

One common misconception about decodable books needs to be addressed

"Decodable books are boring and will put children off reading." This claim is often repeated, but it overlooks the variety of well-written, engaging decodable books available for the intended audience—novice readers, not fluent adult readers. From an expert reader's perspective, these books might seem dull, but for children, the ability to read these books is exciting and empowering. In my experience, I've never encountered a novice reader who found their first decodable books boring; rather, they were thrilled by their reading capabilities and driven to read more.

Understanding what a decodable book is remains essential. A decodable book is any book that a child can read independently based on their knowledge of phonetic codes. While most books are decodable for adults, for beginners who might only know a few short vowels and consonants, decodable books primarily feature words that adhere to these simple phonetic patterns. For this reason, I prefer to refer to them as 'controlled texts,' which better describes how these books selectively introduce phonetic elements to prevent overwhelming young readers.

A significant issue with decodable books arises when they are introduced to teachers without adequate professional learning and development (PLD). Teachers need to understand the purpose of these texts, which brings me to a crucial point:

Understanding takes time

This is something I think we need to shout from the rooftops!

Reflecting on my own journey with decodable books illustrates the importance of being given time to grasp their role fully.  

Check these out, this first one is a post from December 2018, after a year inquiring into literacy development...YES 2018, six years ago.

December 2018

Then again in 2020, updating my journey.  This is two years in to finding out more...oh the glorious benefits of being given time.  

September 2020

These experiences show how my approach and appreciation for decodable books have evolved, significantly impacting my teaching practices.  Primarily, the point I want to make, is that it has taken me that time to get to where I am and very clearly, decodable books played a massive part in that journey!

If we fast forward to 2023, at the beginning of last year, you will also see how my attempt to replace levelled readers in my class, with decodable books and continue on with the way I'd always done things, simply through a more informed lens.  This led to frustration and a real sense of need to do things better for my Tier 1 learners (the whole class.)

The start of whole class reading

Then a reflection in July around my interpretation of whole class texts.

And the unintentional benefits of these texts

Along with my reflection on whole class reading (Tier 1) at the start of this year

So here we are, six years later, what does practice tell us about decodable books and their use?

So if there is very little reliable research on decodable books, what has my six years of work with decodable texts told me?  

Given we started using decodable texts for our Tier 3 learners and because of our journey into understanding dyslexia, I think I am well placed to comment on this.  Of course, this is as usual, just my opinion, I am 'just' a teacher, do not have any recognised credentials in this area and funnily enough, other than the odd course, have had no formal training.  

As you can see if you read the series of links I have posted above, my journey has been just that, a journey and the role of decodable books has changed slightly.  I did initially present decodable books as the dominant text children were reading.  Over time this has changed, with my class texts becoming less decodable and reaching outside of the 'code' that the majority of children know.  

All children still practice with decodable books and spend a lot of time reading them. I've posted a little about this 'just right for me' reading on Facebook if it is of any interest. For those children who are ready to move away from decodable texts during this practice stage, these books are provided. Again, you know your children, and this decision can be made on an individual basis. We all have children in our classes who appear to be more 'natural' readers; they are often not the norm, though, and beware, because this does not necessarily translate to spelling ability.

They all benefit from this practice, and through our whole class sessions, we are still working in a systematic, explicit way through a scope and sequence. This is very, very important, in my opinion, because this approach isn't just about reading.

I always come back to the point that when it comes to learning, children are more similar than they are different, and this assertion that all children learn differently is a bit of a misnomer, in my opinion. If you have not looked into learning styles and how they are not a thing at all, then you really need to. I love the book Why Don't Children Like School? written by Daniel Willingham.

This message is important...

My Tier 2 students exclusively use decodable texts or sentences tailored to the specific phonetic elements they are learning. This approach is crucial for their development. These students depend on these books, and it's essential for me to understand their importance.

Through my experience, I've realised that I can significantly impact these learners by using decodable texts rather than uncontrolled texts. Reflecting on my practice in 2017, I remember the struggle of supporting students classified as 'Tier 2' or 'Tier 3'—terms I was unfamiliar with at the time. Back then, all students received the same instruction, yet some remained stagnant at the early stages of reading, known as the pink and red levels. I was at a loss on how to assist them and they desperately needed me to recognise the value of decodable books.

Tier 2 students require decodable texts to develop specific skills and insights, affording them numerous opportunities to apply and practice these skills. They should not be overwhelmed by texts containing unfamiliar phonetic codes. These learners benefit from the focused practice that decodable books offer, and it's crucial for us to understand and support this method. Even minor changes in font can deter these students; they find texts with embellishments on letters like 'i' and 'f' perplexing. For this reason, I often type out the sections of texts we are working on, preferring to use Sunshine texts for these students.

It is equally important to provide children with dyslexia with decodable texts. I have witnessed the profound impact these texts have on such learners and would be dismayed to consider them optional.

Back to addressing the original comment this post is based on

All students benefit from the systematic, explicit instructional strategies we employ, which are not solely about reading but encompass spelling and writing as well. It's crucial to recognise that while students may differ in various ways, their fundamental learning needs are more alike than not. This perspective challenges the notion of distinct learning styles, a concept well critiqued in Daniel Willingham's "Why Don't Students Like School?"

In conclusion, while decodable texts are not a panacea, they are indispensable for certain learners, particularly those at Tier 2 and 3 levels, who require specific phonetic practice. These texts should not be seen as merely optional or supplementary but as essential tools supported by a deep understanding of their purpose and application. This approach ensures that all students, especially those facing the most significant challenges, have the best possible support to succeed in reading.

Before dismissing decodable books as 'nice to have' let's take time to build our understanding of why they are so important for many.