decodable vs. leveled readers
There are a variety of early-reader books designed for children just beginning their reading journey. Unfortunately, it is often hard for parents to navigate the different types of readers available. Many of the early readers found in libraries and sold online are misleading, and, in the case of the Fountas and Pinnell leveling system, can actually have a negative impact on beginning readers. So let’s break down the different types of early readers.
Decodable Readers
Decodable readers are books that are specifically designed to help children learn to read by sounding out words phonetically. These books are structured in a way that introduces new sounds and letter combinations gradually, so that children can practice using the phonetic rules they have learned in previous lessons, sounding out the words to read.
Leveled Readers
Leveled readers fall into two broad categories: readers that follow a scope and sequence based on high-frequency words and books that are sorted into somewhat arbitrary levels based on the text's complexity and the vocabulary's difficulty.
Books that follow an alphabetic leveling system (level A, level B, level C) are often based on the Fountas and Pinnell leveling system. This system encourages children to rely on repetitive text, picture clues, and context rather than decoding. For more on the cueing system for reading (and its ineffectiveness), check out this article in Education Week and the Sold a Story podcast.
Other types of leveled reader series sort books into different reading levels based on the text's complexity and the vocabulary's difficulty. These series, such as Step Into Reading, I Can Read, Dk Readers, etc., are often more interest-based. While these books will often provide a guide for parents/educators on their leveling system — the systems overall are like women's clothing size — each series has its own system, and sometimes that system is consistent and a good fit; other times it's a complete disaster. That said, these books are often a nice transition away from decodable text.
What does this mean for home educators?
It’s important to keep in mind the differences in early readers when choosing a foundational reading program. Strong foundational reading programs are explicit and systematic. These programs teach children to decode words and provide decodable readers for practice.
If a reading program includes readers that follow a cueing-based system, that is typically a red flag that that particular program is not following best practices and current research on the science of reading. Some children will do fine with those types of programs, while others will appear to do ok but then need help when they attempt non-leveled text and text that includes longer words.
Use early reader series when your child is ready to transition away from decodable text. Rather than using the series level guide, preread these books to see if they are a good fit for your child's skills. Utilize shared reading to model and scaffold reading of the text until your child is ready to read them independently.