110. Decodable Texts Done Right: How to Leverage Them for Phonics, Fluency, Vocabulary & Writing with Dr. Wiley Blevins

Decodable texts are an important tool for helping readers apply their phonics knowledge, but are we squeezing everything we can out of them?

Dr. Wiley Blevins – longtime educator, researcher, author, and one of the most recognized voices in phonics instruction – shares all about choosing and using decodable texts.

When it comes to choosing decodable texts, Wiley shares the prevailing thinking around how decodable a text actually needs to be. We also tackle a question that doesn’t always have a neat answer: When are students ready for less-controlled text? Wiley shares what he’s currently exploring in his research, why that transition may look different from student to student, and why we shouldn’t confuse being able to read a pattern with truly mastering it for spelling.

We also get into using decodable texts for all they’re worth. In fact, decodables certainly can go far beyond simply getting students to practice a target phonics pattern. Wiley shares how he uses decodable texts across multiple days and throughout the literacy block to build oral language, fluency, vocabulary, syntax, writing, knowledge-building, and of course, comprehension. He walks us through practical routines teachers can use and explains how decodables can support differentiation for students who need additional practice with previously taught skills.

Key Takeaways:

  • Why decodable texts are a practice tool, fluency-building tool, and support for spelling
  • What the research actually says (and doesn’t say) about decodability percentages
  • What makes a high-quality decodable text & why natural language matters
  • How to scaffold grade-level decodables for students who need additional support
  • How to get more mileage from a decodable after the first read

Resources:

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