This blog has been in the pipeline for awhile. I got sidetracked with other projects. I write my best blogs when I’m mad or passionate. Misty Adoniou and her continual efforts to ensure her myths are spread makes me very passionate, sad and certainly angry. So Misty and her latest creativity interpretation of the facts in the conversation article entitled “What are ‘decodable readers’ and do they work?” spurred me into action! One must ask if Misty has ever actually seen a decodable reader. Is the misinformation she spreads deliberate and therefore unprofessional? Or does it stem from a level of astounding ignorance?
Decodable readers provide a bridge between initial phonics instruction, which is the foundation of reading, and the comprehension of more complex texts.
It takes quite some skill to construct the carefully controlled text in decodable readers as the writer is constrained by the phonics pattern and irregular words of the early reader. Though phonics readers for early readers do have engaging pictures the aim is not for readers to use these pictures to help “guess words”. Reliance on picture clues is a very unhelpful strategy which will catch up on older readers when pictures vanish from text. Phonics readers follow the sequential pattern of systematic, explicit phonics instruction which builds on the phonics knowledge of the student to allow automaticity and mastery.
Decodable readers are for the child to practise phonics skills and are aimed at the beginning reader. They should be used in conjunction with parents and teachers reading to a student to increase vocabulary.
Well written decodables with words that children are able to successfully decode boosts confidence, allows mastery of phonemes and allows children to apply their emerging skills.
There is some research to support decodable readers place in readers supporting phonics instruction and it also it certainly makes sense for children to apply knowledge in a realistic reading scenario. “This study suggests that readers with knowledge of the alphabetic principle, given the same phonics instruction, will apply it more (and with more accuracy and independence) in a highly decodable context” (Mesmer 2005)
“readers (such as PM readers or levelled readers) are an example of predictable text and they are poorly designed. They need pictures because they use such words as giraffe and aquarium and rhinoceros in a beginning reader. “At the zoo I saw a ……….” if we are going to teach children to read words so they can comprehend a story then picture cues is not the way to do it. Good readers will survive this, educationally vulnerable students will not.” Julie Mavlian
Misty said “”Books like this have no storyline; they are equally nonsensical whether you start on the first page, or begin on the last page and read backwards.”
My kids loved it when our tutor switched them to decodable readers. They even requested I read them to them at breakfast again after they had read them themselves. The school readers were atrocious. Some were written when I was in Kindy and I am no spring chicken. I was appalled at some of the boring and outdated topics. You can not tell me that predictable readers that have a picture on each page that go something like…. “The boy jumped.” “The boy ran. “The boy cried.” are engaging or go anyway to the teaching of reading. My daughter even brought home readers with no words. Maybe that’s ok for a child who has never seen a book before but she was read to extensively.
Once there was even a picture of a father smoking a cigar while the mother was in the kitchen preparing the meal and looking after the kids! So don’t let’s perpetuate the myth that decodables are boring. Modern decodables are engaging. Levelled readers were quite often flung across the room by my daughter. This never happened with her decodables. Often i would be perplexed out how they even came up with the levels for the predictive readers. Some weeks the words would be so complex.
Many decodable readers are certainly engaging. At the lower levels both decodables and predictive texts are limited. But at least a decodable at a low level will give the child the joy of actual reading! I remember quite well having to sit through countless children reading predictable readers to me when I helped out at school. To say they are more engaging is nonsensical.
This example of a predictable reader it is certainly dull and repetitive. I think i may have pasted the pages in the books in the wrong order but since there is no story it doesn’t matter! https://www.primaryconcepts.com/articles/SightWord_sample.pdf
My kids absolutely loved the floppy phonics books. The stories and illustrations were engaging. They couldn’t wait to read what adventure floppy would get up to next!
Extract from Floppy phonics level 5 decodable reader “The Gale” https://global.oup.com/education/content/primary/series/oxford-reading-tree/floppys-phonics/?region=international
My daughter’s specialist tutor wrote a series of digital e book decodable readers because she loves to write, knows what struggling is like personally (Dyslexic) and wanted to give adolescents topics of interest that were engaging. As a high school teacher I know how horrible it was for teenagers who were really beginning readers to have to read a predictable little kids reader! They are certainly engaging! Don’t forget these are NOT for kindy kids!!!
“Decodable books allow students to read using the level of phonic code they already know. This brings confidence. When confidence is gained, more code is explicitly taught and new books are introduced. This pattern of explicit teaching and appropriately introduced texts is the key to confident and empowered readers who, when ready, will be able to read any book they might desire! Victoria Leslie, Author Tap Decodable Readers http://www.focusontap.com/decodable-reader-decodable-books/
Misty said :”While they may teach the phonics skills “N” and “P”, they don’t teach children the other important decoding skills of grammar and vocabulary.”
This is absolute nonsense. Of course decodable readers use correct grammar and vocabulary at an appropriate level. They also introduce appropriate sight words. Decodable readers introduce vocabulary a child can actually read. No one is saying they should be the only books children are exposed to. My child has a vocabulary (has been assessed) well above her age level because she has been extensively read to. If we had relied on the vocabulary in predictable readers this would in no way be the case.
I am really not sure why Misty picked as an example of an alternative to decodables some common children’s books. These are not like any predictive or PM reader sent home from school. It is a deliberate unfair comparison. We loved reading Who sank the boat to our daughter. She knew the book off by heart. She still couldn’t read it herself until she received explicit phonics instruction supported by decodable readers. Use of decodable readers does not prevent the use and analysis of rich and authentic text in a classroom no more than predictable readers do.
Misty said: “And as many a parent will testify, they don’t teach the joy of reading.”
My daughter was read to from infancy. Books were how we would calm her, get her to sleep, comfort her when she was sick and bring her out of a rotten mood. We journeyed as parents with her to many far off places. Her first sentence was “read dis book yep!”. She would say this when she learnt to walk and would toddle around the house all day carrying a book and demanding its secrets to be revealed!
So she went to school, with a bounce in her step, adoring books and ready to read! Despite a lovely Kindy teacher she hit a road block. She hit a road block that so many kids will hit, Dyslexic or not, when instruction is not explicit or systematic enough for quick reading development.
Intensive explicit literacy instruction from a specialist tutor in year 3 taught her to read and write. Unfortunately because intervention was delayed she had developed a fear of reading. The fear and negative associations that had been fostered by poor literacy instruction in a “Balanced Literacy Environment”. The tutor introduced us to decodable readers and my daughter expressed shear joy. For the first time ever she was able to crack the hidden code to reading. You have no idea how much joy can be felt when after 3 years of schooling your child can actually read!
In the end her love of books and the skills she has learnt from her tutor outweighed her fear of reading. My daughter,at age 13, will now disappear into the world of books quite often. She reads when she is angry, bored or anxious. She reads to help her sleep. She says she prefers books to movies. We have a chuckle every time I have to say “put the book down” because she is late to dinner and school because its always just one more page. We both know how hard the journey has been.
Decodables allow children to access the joy of reading early without the reliance on picture and other cues (guessing). Children move rapidly through decodable levels.
As my daughter now says “books are the portal to magical worlds!” We need to give all children access to the same magic by using evidenced based teaching methods and not relying on myths, distortion of facts and ideology.
Please support SPELD NSW by buying your decodable readers from SPELD NSW. SPELD is a charity and all profits will go back into supporting SPELD’S goals. Available at the online store.
See SPELD NSW information on decodable readers http://speldnsw.org.au/news/speld-nsw-recommends-decodable-readers/
For a unique range of ebook decodables designed for struggling adolescent beginning readers please check out. http://www.focusontap.com/titles/ .
Read these great blog and articles
Text Decodability and the First-Grade Reader
Mesmer, Heidi Anne E.
Reading & Writing Quarterly, v21 n1 p61-86 Jan-Mar 2005