Decodables: Why They’re the Most Misunderstood but Powerful Tool in Early Reading
There’s a buzzword flying around in Science of Reading circles right now: decodables. But what exactly are they? Are they better than regular decodables? Are they just another fad?
Here’s what I can tell you: open decodables, when used correctly, can bridge the gap between controlled phonics practice and real reading independence. But if you don’t understand what makes them different—or when to use them—you risk confusing kids right when they’re starting to gain momentum.
In this article, I’ll break down what open decodables are, how they fit into a phonics-based sequence, why they matter, and how to use them effectively alongside first grade decodable books and our larger decodable book collection.
What Are Decodables?
An decodable is a phonics-aligned book that includes words from a taught phonics pattern as well as review patterns—and sometimes a handful of high-frequency irregular words. Unlike closed decodables, which restrict word choice tightly to one specific skill (like only short a CVC words), open decodables gradually include more variety and complexity.
Think of it like this:
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Closed decodables are for initial practice. Only one sound or pattern is used, making it ideal for brand-new readers.
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Decodables are for mixed review and transfer. They blend previously learned skills and help kids apply decoding across multiple patterns.
Here’s a quick example:
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A closed decodable might say: Sam had a bat. Sam sat.
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An open decodable might say: Sam gave his bat to Jake. “You can play,” he said.
Open decodables sound more natural, and they prepare students for authentic text—without throwing them into the deep end.
Why Decodables Are Essential for Reading Growth
Here’s what I’ve seen again and again in the classroom: students can read a tightly controlled decodable just fine. But the minute they pick up a trade book or reader with mixed phonics, they fall apart.
That’s where open decodables shine.
They provide:
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Cumulative review – Reinforcing earlier phonics patterns so nothing is forgotten.
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Connected language – Sentences that actually sound like speech.
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Confidence in context – Kids stop guessing and start recognizing.
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Real transfer – Students begin applying decoding to unfamiliar but readable texts.
Without open decodables, the jump from decodable books to authentic literature is too steep. With them, we give kids a gentle on-ramp to real fluency.
The Science of Reading and Decodables
The Science of Reading tells us that children need explicit instruction in phonics, followed by decodable practice that aligns with what they’ve learned. But not all decodables are created equal.
A strong phonics lesson is only as effective as the practice that follows. And open decodables ensure that practice is:
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Systematic – Reviewing past patterns.
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Purposeful – Reinforcing sound-spelling connections.
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Engaging – Using sentences and storylines that make sense.
They also support orthographic mapping, the brain’s process for storing words permanently. For mapping to occur, students must decode a word, connect it to meaning, and do this repeatedly in context. That’s exactly what open decodables offer.
When Should You Use Decodables?
The short answer: after initial instruction in a phonics skill, but before jumping to uncontrolled text.
Here’s a general progression:
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Teach the phonics skill explicitly.
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Use closed decodables for isolated, focused practice.
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Introduce open decodables to blend the new skill with review patterns.
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Use authentic text with teacher support once students show confidence.
I’ve seen the best results when I use open decodables with students who’ve mastered at least 2–3 syllable types and are starting to decode longer words. It’s a perfect tool for first grade and second grade reading groups.
How to Know If a Book Is Truly an Decodable
Not every book labeled “decodable” qualifies as an open decodable. Here’s what to look for:
✅ A clear phonics focus, but includes review sounds.
✅ Some irregular sight words taught through phoneme-grapheme mapping.
✅ Sentences that sound natural.
✅ Stories with simple plots or real information.
Avoid books that:
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Use too many uncontrolled words.
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Rely on pictures to guess.
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Skip phonics focus altogether.
The goal is to support decoding, not shortcut it.
Tips for Teaching with Decodables
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Preview the phonics focus.
Review target patterns and high-frequency words before reading. -
Read aloud together.
Model decoding when needed, and let kids take the lead once they feel confident. -
Use partner reading.
Pair students so they can read and check each other. -
Follow up with writing.
Have students write words and sentences using the patterns from the book. -
Spiral review in small groups.
Go back to earlier open decodables and re-read for fluency.
These routines help students shift from decoding word-by-word to reading with automaticity.
Examples of Decodable Books
In our 1st grade decodable book collection, we offer open decodables that grow with students. Each story introduces a new phonics pattern while reinforcing previous ones. And in our full decodable book library, you’ll find books that move from short vowel words all the way to vowel teams, diphthongs, and multisyllabic decoding.
Whether you’re looking for fiction, nonfiction, or skill-based mini-books, you’ll find open decodables that align with your scope and sequence—and help your students build real fluency.
The Transition: From Decodable to Authentic Text
This is where open decodables earn their keep. They don’t just reinforce a sound; they prepare students to carry that knowledge into books that haven’t been designed for phonics practice.
The goal is always to read widely, deeply, and joyfully. But you can’t skip steps.
Open decodables are that critical in-between phase that keeps students from falling off the reading cliff. They let kids practice, review, succeed—and then leap forward.
Final Thoughts: Decodables Aren’t Optional. They’re the Bridge.
If you want kids to become fluent, confident readers, open decodables need to be part of your toolkit.
They don’t replace systematic instruction. They don’t replace closed decodables. But they fill in the middle space that most programs forget.
When we give students structured phonics practice plus open decodable experiences, we’re not just checking a box. We’re building readers who decode with confidence, read with purpose, and eventually move into authentic texts with ease.
Let’s give them the bridge they need.