A decodable book provides practice with spelling patterns a child has been taught. A book described as “easy” may still contain patterns unfamiliar to your child, so choose by the text and teaching sequence rather than the cover or age label alone.
Ask what has been taught
Request the current sounds, word patterns and any specifically introduced unusual words from your child’s teacher. For a child practising short-vowel words, a sentence containing shore may introduce additional knowledge even if it also contains the familiar sh spelling.
The whole passage matters. A book focused on one pattern can still include other spellings and vocabulary. Look at a sample page before asking your child to read independently.
Use three checks
- Print: do the words mostly use known relationships, with any additional words already explained?
- Meaning: does your child understand the vocabulary, or can you explain it simply?
- Support: can they approach the text with a manageable amount of help?
A difficult passage is information about the task, not a reason to label the child. Ask the teacher for a better match if most words require you to supply them.
Read one short passage together
Look at the title and talk about relevant vocabulary. Invite your child to read the matched text. If a word is difficult, point to its spelling and model the relevant sounds, then join them. Supply the word when necessary rather than asking for repeated guesses.
After reading, ask a simple question about what happened. Reread if your child wants to; familiarity can support practice, but ask the teacher how to check the same skill in another matched text.
Keep picture books in the routine
Picture books with richer language are valuable for adult read-alouds and conversation. They do not have to be independently decodable to belong in your home. Tell your child which book they can listen to and which small task you are inviting them to practise.
Enjoying a favourite book from memory is also different from reading unfamiliar print. Celebrate participation while describing the observation accurately.
Borrowing or buying
Check sample pages, the publisher’s teaching sequence and current library or retailer availability. Do not buy a whole level just because its age band matches. NLB’s catalogue can help you locate books; holdings and access conditions change.
Before the June break, ask for a small set of matched reading materials and one or two stories your child wants to hear. You do not need a new book every day or a target number of levels to complete during the holidays.
Related reading
Discuss your child’s next step
If you would like help choosing suitable reading practice, book a complimentary assessment or explore our reading programme.
