Decodable text

You can tell us.

But I mean, one is just like simply more decodable texts, fewer non-decodable texts.

But I also would love for you to touch on the independent reading.

The less unsupported independent reading and more supported independent reading.

So we have other ways that we can support decoding, such as like in strategic shared readings, where we have some words that are decodable.

In interactive writings, where we're supporting kids in spelling these decodable words.

In decodable texts that are 100% decodable for one day and then...

Oh, the next day it's 80% and I'm right there to support you with that 20% of words that is more about making sure that text is meaningful.

You're listening to Episode 110 of Literacy in Color.

Decodable texts have become a staple in many early literacy classrooms, but are we getting everything we can out of them? I'm joined by Dr.

Wiley Blevins, one of the most recognized voices in phonics instruction and someone whose work I've personally followed for many, many years.

Today, we're talking all things decodable text, what the research tells us about decodability thresholds, what makes a decodable worth reading, and how we can use these texts for so much more than practicing phonics.

Exactly.

What's decodability? How does that change across the grades? And the decodability thresholds in kindergarten might be different than second grade.

So maybe we can dive into even just why decodable texts are important to begin with and what role they play in literacy instruction, structured literacy instruction.

Sure.