What are decodable books? They are simple books written mostly with words a beginning reader can sound out using phonics patterns they've already been taught, plus a few common words learned by heart. They give children practice using new letter sounds in real sentences, and they're meant for one stage of learning, not forever.
Below you'll see how decodable books differ from leveled and predictable readers, when they help, when to move on, and how to read one together at home.
Reading Universe, a teacher resource from WETA, the Barksdale Reading Institute and First Book, describes decodable texts as simple passages or books for beginning readers with one job: lots of practice sounding out and reading words with phonics patterns that have been explicitly taught. Its glossary adds that they use only words with taught patterns, plus irregular high-frequency words that have been taught too.
The What Works Clearinghouse (WWC) foundational reading guide defines decodable text the same way: text written so children can read it using the letter sounds and high-frequency words they've learned. Reading Rockets' excerpt from the National Reading Panel report describes one common phonics approach, synthetic phonics, as giving children chances to apply their skills in decodable text with a controlled vocabulary.
Here is a made-up example for a child who knows short vowels: "Tom got a big pot. The pot had a lid. Tom hid the lid." Every word can be sounded out except the and a, which are common words children learn early. If your child is at this stage, our CVC words guide covers the three-letter words these books lean on, and the sister site's guide to sight words for kids covers the learned-by-heart words.
Decodable books match the phonics your child has learned. The goal is practice sounding out words.
Leveled books are given a level based on things like vocabulary, how many different words appear, and how much the pictures help. Reading Universe's glossary notes they include words a beginner can't yet decode, so children often predict from context and use picture clues to guess. It describes them as designed for children who have already mastered word recognition.
Predictable or patterned books repeat one sentence pattern, like "I see a frog. I see a dog. I see a bird." Children can often "read" them from memory and the pictures, which is fun but isn't the same as sounding words out.
Regular picture books use natural language that hasn't been simplified to fit a reading level. Reading Universe calls this authentic text.
Each type has a place. A decodable book is for your child to read. A rich picture book is for you to read aloud. Reading Universe notes broad agreement that children also need high-quality literature with complex vocabulary, and that parents and teachers should read to children daily.
Reading Universe suggests starting as soon as a child has learned enough letters and sounds to read a small set of words, and reading decodable text daily once new spelling patterns are being introduced.
The WWC guide explains the problem decodables solve. Early on, children know only a few letter sounds, so most books are full of words they can't sound out yet. That pushes them to guess from the pictures. Decodable text lets them use what they know instead.
Reading Universe also points to a 2005 study by Heidi Anne Mesmer in which first graders using highly decodable texts were more likely to use their letter-sound knowledge and read more words accurately. And confidence matters. Reading researcher Louisa Moats is quoted saying, "Children want to be self-reliant readers and are delighted when they can apply what they know."
Reading Universe is open that research on decodable texts is mixed. It cites a 2010 study by Mesmer in which first graders reading leveled texts read more fluently, and a 2004 study by Joseph Jenkins and colleagues that found more or less decodable texts made no difference. Many experts still value decodables for building confidence and giving phonics practice in context. The practical takeaway: use them as a tool for a stage, alongside real books, not as the only thing your child reads.
In a Reading Universe video, Moats says decodable practice should continue until a child can use most of the regular letter-sound patterns to read words accurately and knows probably several thousand words by sight. She adds that students differ, and some move on faster than others. Reading Universe also reports Mesmer describing decodables as "training wheels," used for a short time before moving to authentic texts.
Signs your child may be ready to rely less on decodables:
They read decodable books for their stage accurately and smoothly.
They sound out unfamiliar words instead of guessing.
They can read simple library books with only a few stumbles.
Ask the teacher before making a big switch. They know which patterns your child has been taught.
Match the book to your child. Pick one that uses patterns your child has been taught. The teacher can tell you which patterns those are.
Warm up with words. Read a few words from the book before starting. Reading Universe suggests simply telling children any word outside the pattern so they don't guess.
Model, then read together. Read a page aloud with expression while your child points to the words. Then read it together, then let your child try.
Aim for accuracy, not speed. Reading Universe says to encourage accuracy over speed. If your child guesses from a picture, point back to the word and say, "Let's check the letters."
Talk about it. Ask what a new word means or what happened. Reading Universe pairs each decodable with vocabulary and comprehension questions for this reason.
Reread another day. A second or third read builds smoothness and confidence.
Start with your child's teacher, who may be able to send home books that match the class phonics sequence. Your public library may have phonics readers too, so ask a children's librarian. Some nonprofit literacy sites, including one listed in the sources below, share free decodable passages sorted by phonics skill.
Decodable books use words your child can sound out with the phonics they've learned. Leveled books include words beginners can't decode yet, so children often rely on pictures and context to guess.
Reading Universe suggests starting as soon as a child knows enough letters and sounds to read a small set of carefully chosen words.
When they can read most regular spelling patterns accurately and recognize lots of words quickly. Children reach this point at different times, so check with the teacher.
No. Keep reading rich picture books aloud every day. Decodables are for practice, not for building a love of stories on their own.
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How to Use Decodable Texts, by Marion McBride (Reading Universe)
Phonics Instruction, from the Report of the National Reading Panel (Reading Rockets)