Recent articles in the media about the approach to teaching reading suggest that educators are divided into two camps: the camp supporting ‘real’ books and the camp supporting synthetic phonics.
The camp supporting ‘real’ books is promoted by a number of prominent authors, such as Michael Rosen. They have voiced their concerns that using decodable reading books limits children’s vocabulary. They moreover assert it may deny them the joy of reading and the variety and richness of children’s picture books. They believe that decodable books switch children off from reading. The impression is formed that teachers use either ‘real’ books or decodable books.
Susan Godsland, from the Reading Reform Foundation, debunks this premise and explains why and how the two go hand in hand.
How to use ‘real’ books and decodable books with beginner readers
- The vast majority of beginner readers need decodable words, sentences and books (fiction and non-fiction) for reading (decoding) practice, alongside a systematic synthetic phonics classroom programme. This is to set automatic decoding habits in place and avoid children struggling to read words for which they haven’t learnt the code. As we know, this can cause great anxiety, loss of comprehension and a fear of reading.
- A small minority of children enter Reception already reading well. Once it is established that they are not relying on sight-word memorisation, they should be offered ‘real’ books (that are at the correct level and contain appropriate content) from the onset.
- The main decodable reading scheme used should follow the introduction order of the letter–sound correspondence introduced in the classroom programme. With experience, teachers will become confident mixing other decodable-book schemes into the main scheme. They should be encouraged to do so, to add variety to children’s decodable reading matter.
- Excellent classroom synthetic-phonics teaching, alongside decodable books, should enable the vast majority of children to move smoothly on to reading ‘real’ books, and a variety of other natural text, independently by the end of Key Stage 1 – and some much sooner.
- Whilst most children will be limited to decodable books for reading practice, all Key Stage 1 children should be enveloped in a language-rich environment in the classroom. For language development and comprehension purposes, they should be read a range of stories and poems, and invited to engage with beautiful picture books, fiction and non-fiction.
- Good synthetic-phonics teaching, and practice with decodable books, shouldn’t take up much time in the early years. It should be multi-sensory and fun, and could take only 30 minutes each day. This leaves several hours to be filled by child-initiated play, sand, water, painting, outdoor play – you name it.
- Modern decodable book schemes can be just as engaging and interesting as ‘real’ books for early readers. They are certainly preferable to the repetitive text of whole-language readers and a far cry from the dull Victorian ‘the cat sat on the hat’ type of books from yesteryear.
- Before making a judgement on the worth of decodable books, possible detractors should first take a close look at one or more of the new book schemes, such as Read Write Inc. or Dandelion Books. They should, importantly, use or observe such a scheme with a class of beginning readers. If they haven’t done this, their opinions cannot be taken seriously.
- It must be acknowledged that a minority of children, even with the best synthetic-phonics teaching, will be slow to become confident decoders for a variety of reasons (such as poor memory, low phonological learning ability, ESL, absence due to ill health etc.). They may need to continue with suitable decodable books for reading practice purposes after Key Stage 1.
- The teaching of classroom synthetic phonics is still not optimal in perhaps the majority of schools. However, decodable books suitable for older readers, will continue to be necessary for intervention.