Lecture Notes: Understanding Decodable and Leveled Readers

Introduction

Speakers: Mary Newton, Amy McGovern, Jeannie Schapp, Linda Farrell, Michael Hunter
Focus: Differences between decodable and leveled readers, when to use each

Purpose: Designed to teach phonics and develop decoding skills by practicing specific phonics patterns and high-frequency words.
Features:
- Words are based on phonics patterns that have been taught.
- Subject matter is secondary to decodability.
- Focus is on accurate decoding rather than comprehension.
- Pictures do not provide clues for decoding.
Premise:
- Students learn to read by focusing on phonics patterns.
- Encourages the formation of neural pathways for decoding.
- Comprehension is taught separately during read-aloud sessions.

Purpose: Used in balanced literacy programs, focused more on comprehension than decoding.
Features:
- Predictable text with strong picture support.
- High-frequency words and repetitive language.
- Books are leveled based on word count, sentence length, vocabulary, etc.
Premise:
- Reading is learned through repeated exposure to words.
- Students use pictures and context to guess unknown words.
- Focus is on getting the gist rather than reading accuracy.

**Decodable Readers: **
- Develop accuracy and decoding skills.
- Used for phonics instruction.
Leveled Readers:
- Support comprehension and discussion.
- Useful for developing oral language in ELL and low-language students.

Decoding Instruction: Begin with decodable books until mastery of CVC words and advanced phonics patterns.
Language Instruction: Use leveled readers for developing oral language and comprehension skills.
Transition to Leveled:
- Once students demonstrate decoding proficiency in real and nonsense CVC words.
- Ability to decode two-syllable words and some multi-syllable words.

Decodable texts are used for practice post-phonics lessons, not for teaching phonics.
Encouraging students to read with accuracy first and then work on rate.
Decodable readers should be 100% decodable at the beginning stages.
Teachers should discourage guessing strategies often promoted by leveled readers.

Decodable readers are essential for teaching decoding, while leveled readers can be valuable for developing comprehension and language skills.
Teachers should use the right type of reader for the right purpose to develop effective reading skills in students.