Tips for Choosing and Using Decodable Texts in the Classroom

Picture a kindergartner hunched over a book, finger under the word, sounding it out slowly:

“f–l–i–p… flip.”

They pause, then read the sentence again—this time more smoothly. Then the smile appears. Success! 

Decodable texts offer readers moments like this – moments in which the challenge is just right, so that it requires decoding work for the reader, but not so much work to make the task impossible. Decodable books support the transfer of phonics lessons into real reading experiences and give children the chance to read actual books with independence. 

Decodable texts are especially useful with beginning readers, when readers’ foundational skills are still developing. Research highlights the importance of giving students opportunities to practice phonics in connected text. This kind of practice helps students strengthen their knowledge of letter–sound relationships and begin building the automaticity needed for fluent reading (Ehri, 2014; Castles et al., 2018).

At the same time, not all decodable books are equally helpful, and how we use them matters just as much as which ones we choose. A helpful way to think about selecting and using decodable texts is to consider three basic qualities: they should be comprehensible, instructive, and engaging (Anderson et al., 1985).

Choosing Decodable Texts for Classroom Use 1. Comprehensible: The Text Makes Sense

Even at the earliest stages of reading, children benefit from texts that make sense. A decodable text should present a clear idea or sequence—not just sentences created to practice a phonics pattern, such as short-vowel CVC words or common digraphs.

Some decodable books tell simple stories, while others introduce basic information about a topic. In either case, the text should be understandable and meaningful to readers.

Look for texts where:

• Events follow a clear sequence or information is presented logically

• Characters have recognizable motivations or the topic is easy to follow

• The language supports understanding

• Students can retell what happened or explain what they learned from reading

After the students read and reread their books, it's helpful to talk about the story or information! You'll want to ask questions like, “What happened in this story?” or “Why did the character do that?” in order to highlight for students that decoding and comprehension work together.

2. Instructive: It Matches the Phonics Being Taught

A decodable book should connect to the phonics instruction students are receiving. For example, if students are learning short ă CVC words, like cat, most of the words in the book should follow that pattern. If instruction has moved to digraphs or vowel teams, the text should give students opportunities to practice those features.

Reading researcher Wiley Blevins explains, “A high proportion of the words in the earliest selections children read should conform to the phonics they’ve already been taught. Otherwise, they will not have enough opportunities to practice, extend, and refine their knowledge of letter-sound relationships” (2017).

When texts include too many unfamiliar features of phonics, students may rely on guessing. When texts align more closely with instruction, students can apply what they already know and are learning.

Before using a decodable text, teachers might ask: 

• Does this book reinforce the phonics features that were recently taught?

• Are there irregular high-frequency words that were recently taught? 

3. Engaging: Students Want to Read Texts Repeatedly

Decodable texts sometimes get a reputation for being dull, but that does not have to be the case. When stories are playful, relatable, or humorous, students are more likely to reread them—and rereading helps build word reading, fluency and comprehension.

Look for texts that:

• Include light humor or familiar situations

• Have appealing illustrations

• Offer a simple but satisfying ending

• Invite rereading

These small features can make a big difference in how students experience early reading and will support more reading, which in turn supports reading growth.

Using Decodable Texts Effectively

Choosing a decodable text is the first step in the process. Next, teacher support for students’ before, during, and after reading also matters.

Before Reading

• Give students a sense of what they will read or learn

• Review the phonics feature(s) students will encounter

• Preview any irregular high-frequency words

• Set a simple purpose for reading, such as: “Today we’re looking for words with the short ă sound.”

During Reading

• Encourage students to apply sound–symbol knowledge

• Prompt stretching out each sound, blending and rereading when needed

• Allow students to productively struggle, rather than stepping in to support them too quickly

After Reading

• Talk briefly about what happened in the text or what students learned

• Encourage rereading to build fluency and understanding

• In small groups, decodable texts can also provide a window into student progress. Listening to students read helps teachers notice which phonics patterns students control and which ones may need additional support.

Keeping the Bigger Picture in Mind

Decodable texts are one part of broader literacy learning. They support the word recognition side of reading development, while read-alouds, open-ended discussions, vocabulary instruction, and writing support language comprehension. 

As highlighted in Duke’s and Cartwright’s Active View of Reading (2021), both parts matter. When students' word recognition skills and language comprehension skills grow together, students move toward fluent and meaningful reading.

When teachers select decodable texts that are comprehensible, instructive, and engaging, and use them thoughtfully in instruction, students gain both practice and confidence. And sometimes that confidence shows up in a simple moment—a child sounding out a word and smiling when they are successful!