Lesson plan
Decodable text
Decodable text is a type of text often used in 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. Therefore, with this type of text new readers can decipher words using the phonics skills they have been taught. For instance, children could decode a phrase such as “Pat the fat rat” if they had been taught the letter-sound associations for each letter—that 'p' stands for the sound /p/, 'a' for the sound /a/, etc. Generally, decodable text is used in programs that have a strong phonics emphasis. Whole-language and whole word methods of instruction generally use stories with familiar high-frequency words arranged in predictable and repetitive patterns. Whole-language texts have received increasing criticism for encouraging word guessing strategies instead of skilled reading. The texts do not stand alone in a reading classroom, and the type of text used influences how text is encountered and likely the instructional approach. Both decodable texts and whole language readers typically have levels to provide an indication of their reading difficulty. In decodable texts, levels introduce new sounds and letters, and progressively multisyllable words and more complex sentences.…
Article summary
Decodable text is a type of text often used in 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. Therefore, with this type of text new readers can decipher words using the phonics skills they have been taught. For instance, children could decode a phrase such as “Pat the fat rat” if they had been taught the letter-sound associations for each letter—that 'p' stands for the sound /p/, 'a' for the sound /a/, etc. Generally, decodable text is used in programs that have a strong phonics emphasis. Whole-language and whole word methods of instruction generally use stories with familiar high-frequency words arranged in predictable and repetitive patterns. Whole-language texts have received increasing criticism for encouraging word guessing strategies instead of skilled reading. The texts do not stand alone in a reading classroom, and the type of text used influences how text is encountered and likely the instructional approach. Both decodable texts and whole language readers typically have levels to provide an indication of their reading difficulty. In decodable texts, levels introduce new sounds and letters, and progressively multisyllable words and more complex sentences.…
Key claims
No claims recorded.
Discussion questions
- Summarise the article in your own words. Which single claim would you verify first, and why?
- Which claim in this article is most likely to be revised as the sources update? How would you check its current status?
- If two sources disagreed about one of these facts, what would you need in order to trust one over the other?
Bibliography
No sources recorded.
Key claims and bibliography are generated from the same tracked claims and sources as the article page.