Decodable text is a type of text for beginning reading instruction. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letters and corresponding phonemes that have been taught to the new reader. University of Colorado Department of Education.
Decodable texts are created to go with the most researched and evidence-based reading programs for beginning readers and struggling readers- Structured Literacy.
Decodable texts are often criticized for being boring, not full of rich and interesting text. But for the young reader or struggling reader, rich and interesting text is text they can read and practice and feel successful at.
Non-controlled texts are defined as reading materials that have not been written to control for specific phonics patterns or word choice. Non-controlled texts, for the the beginning stages of reading, serve their purpose best for Read-Alouds, practice with listening comprehension, demonstrating by adults to children what we should be thinking and asking ourselves while reading, and large group circle time.
No child should be discouraged from picking up non-controlled texts, but for beginning readers and struggling readers who need to practice their newly developed skills, decodable readers, structured to what they have been taught, provide students the ability to:
1) Practice their skills
2) Feel successful
3) Read using decoding strategies instead of guessing strategies.
Students taught using whole-word reading formats are not taught to decode words based upon our spelling system. They are told to guess words based on their first letter, and what “make sense” for the story. There is a shortage of decodable texts, but their use is increasing. They were once the backbone of beginning reading.
For some free decodable texts follow this link… Free Dyslexia Resources for Decodable Texts. They were written and created by Heidi Stoffel, Wilson Dyslexia Practitioner and CERI certified.