Spelfabet

Decodables: you can’t judge a book by its cover

Many mainstream educational publishers have recently started marketing decodable books, to meet fast-growing demand for phonics practice texts. Having bought and examined hundreds of these books, I’m excited by how many good options are now available. Here are photos of books we have at the Spelfabet office:

In general, publishers who produced decodables before there was a lucrative market for them tend to offer better phonics practice/lesson-to-text matching than less experienced publishers. However, all major publishers now seem to recognise that kids need to be taught to decode words, not guess and memorise them.

One problem with the term ‘decodable’ is that a book containing lots of sentences like “A dog is in the mud” and “Tim did not sit the dog in the tub” can be decoded by many young learners, but may not offer much practice of the book’s stated phonics targets. Just as an example, the new Flying Start to Literacy Decodables Unit 3 states its phonics targets as ‘b’, ‘j’, ‘q’, ‘v’, ‘w’, ‘x’ and ‘y’. The letter ‘j’ appears in three of the ten books (in a total of four words, as ‘job’ appears twice), ‘v’ appears in only two words (‘van’ once and ‘vet’ eight times), and ‘q’ doesn’t appear in any words at all.

It’s hard to write high-quality decodable text including low-frequency targets – there simply aren’t a lot of CVC words containing ‘j’ and ‘v’. I’d still argue that more words like ‘jam’, ‘jab’, ‘jog’, ‘jet’, ‘jig’, ‘jot’, ‘jut’, ‘Jed’, ‘Jan’, and/or ‘vat’ and perhaps some clipped words like ‘vac’, ‘Ev’, ‘Viv’, ‘Bev’ or ‘Kev’ would have improved a book targeting ‘j’ and ‘v’. I don’t know why ‘q’ is listed as a target.

Busy teachers should be able to judge a book by its cover, and not have to check whether the targets listed on books’ covers are in multiple words in the books.

I also wondered about similarities between some of the new Flying Start decodables and existing books from the same publisher. Here’s a photo of six of the covers of Unit 6 Flying Start to Literacy decodables:

Here are covers of other texts from the same publisher. The pictures on them appear in the above decodables.

It’s hard to write high-quality decodables, let alone write them to match illustrations from an existing book. ‘Dad’ in the new decodable ‘At Our Farm’ looks quite old to have such a young son (yes, I know Charlie Chaplin’s youngest child was born when he was 73). Being an Australian dairy farmer’s daughter, I wondered about the dairy, calf shed and hay shed all being called ‘barns’, not a term I’ve known Aussie farmers to use. Real farmers’ kids will also scratch their heads at a photo of the ‘farmer’s son’ offering grain to a calf that looks far too young to consume anything but milk.

Please check out decodables before you spend a lot of money on them. Read a few from each level, and consider how well they match your phonics teaching sequence. Think about whether they make sense, and offer value for money. A single book can cost anywhere between $2.70 (yay the Pocket Rockets by Berys from Moonee Ponds!) and about $13. If getting printables, don’t forget to include printing and collating materials and time in your cost calculations. Consider whether relevant training and other matching teaching resources are available, their cost and quality.

The last of the 2024 Spelfabet decodable book workshops aren’t going ahead due to caseload pressures and low enrolments, but if you want a tailored session to help you choose books for a specific person or purpose, please contact admin@spelfabet.com.au.

Australian school handwriting

While the importance of handwriting is well-known, Australia’s Curriculum 9.0 is hilariously vague about it. After a year at school, children are expected to: “… correctly form known upper- and lower-case letters.” Which letters are expected to be known is unknown. Eight Handwriting and Keyboarding sub-elements are listed here. The first one says:

• produces simple handwriting movements (writing, or drawing?)
• experiments with pencils, writing implements or devices (up noses? down socks?)
• writes letters which resemble standard letter formations (how closely? what standard?)

Leaving handwriting style decisions up to the states has worked out about as well as letting states decide railway gauges. Australia now has five approved handwriting styles for beginners, most with manuscript, pre-cursive and cursive versions. This must be confusing for the thousands of young kids who move interstate each year. It must drive early learning publishers insane.

Since foxes are helping send our native wildlife towards extinction, I’ve devised my own every-letter sentence to demonstrate our five beginners’ handwriting styles, while promoting adorable marsupials.

The first style comes from my state. I’m not a fan. Beginners’ versions of Victorian Modern Cursive often make the letter ‘n’ look like ‘m’, ‘r’ look like ‘v’, ‘k’ look like ‘R’, and put a vertical line on top of letter ‘o’. Children don’t see writing like this in books, or much beyond school. I wonder if it’s based on the same teach-novices-to-imitate-experts logic as Whole Language. Does research show that learning to write cursive ‘p’ and ‘b’ helps you read non-cursive p/q and b/d in books? I’d prefer kids start with simpler letters, and get plenty of instruction about how to form and place them as they say and spell words, so that visual information, motor plans and articulation fuse nicely in their brains. Joiny bits can come later.

Educational Psychologist Murray Evely (a nice fellow, we once both worked at Footscray School Support Centre) led the development of Victorian Modern Cursive in 1985. NSW’s Foundation Style was devised two years later. Queensland’s 1984 handwriting handbook, with the above glorious cover photo, can still be downloaded here. South Australian Modern Cursive was devised in 1983 and updated in 2006. Tasmania’s 1985 style has been updated a few times, most recently last year, when Tasmanian Handwriting Guidelines were developed with the help of academic and consultant Dr Noella Mackenzie. I wonder why different conclusions about shape, size, spacing, slant and joins were drawn from (presumably) the same mid-1980s research?

Every state teaches cursive eventually, mainly because it’s considered more efficient. However, US handwriting expert Steve Graham et al’s 1998 research found that mixed handwriting was faster than both cursive and manuscript, and that a mixed style containing mostly cursive letters was also the most legible. Canadian research in 2013 by Bara and Morin also found that “cursive handwriting was the slower style, whereas mixed handwriting seemed to be more efficient”.

Steve Graham recommends teaching beginners traditional manuscript letters for four reasons (see p21-22 of this article):

1. Most children start school already knowing how to write some manuscript letters.
2. There is some (rather dated) evidence that manuscript is easier to learn (Researchers! This topic!).
3. Once mastered, manuscript can be written as fast as cursive, and possibly more legibly.
4. Manuscript may facilitate reading development, as kids’ reading material is manuscript, not cursive.

UK handwriting expert Dr Rosemary Sassoon (who Wikipedia says is 93 and now lives in Busselton, WA) researched handwriting styles children find easy to read in 1993, and based her fonts on this research. I wonder if any of the Australian font designers also had the novel idea of asking children which fonts they preferred. Sassoon wrote a book about teaching handwriting, which is now freely available online.

The Victorian Phonics Lesson Plans team is preparing early years systematic, synthetic phonics resources for our local schools. Great! They will be in Victorian Modern Cursive. Hmm. A free version of this font is freely downloadable here, but it’s pretty clunky so I hope the lesson planners have a better-quality version. There’s also a free Queensland handwriting font here, but otherwise Australia’s official school fonts aren’t freely available.

I rang Kevin Brown at Australian School Fonts and wasted about an hour of his time asking about handwriting styles, fonts and related topics (It’s OK, I then bought his fonts). He said since we’ve had a National Curriculum, (first drafted in 2010) schools can use whatever handwriting style they like. Judging from the orders he receives, many schools are using a different state’s style. He also said it’s not possible to copyright a handwriting style, only font installation files, which are difficult to write and need updates as software changes. Australian handwriting fonts are also available from the Schoolfonts website, and probably elsewhere – if you know of quality, affordable suppliers, please make a comment below.

Sticking to a specific beginners’ handwriting style promotes consistent teaching about letter formation, sizing and placement, and I doubt teachers ask kids who move interstate to unlearn their original handwriting style. Over time we all develop our own style. Explicit instruction and lots of practice seem to be the main things that lead to efficient, legible handwriting, whatever the starting style.

For times when kids say keyboards make handwriting obsolete, I like Bec from Talkin’ Chalk‘s recommended reply: “When the Zombie Apocalypse comes, there’ll be no tech. You’ll need handwriting.” And for an extra start-of-the-week laugh, here’s an AI generated version of my favourite handwriting cartoon: the Doctor’s Strike (OK, the eyes and fingers are weird, and the bot doesn’t understand “scribble on placards”, but the cartoons are all copyright and you get the idea).

Choosing a phonics sequence & decodable books

Phonics teaching sequences give an outline of which sound-spelling relationships are to be taught, and in what order. Most of them also include work on word-building with prefixes and suffixes. Schools in my state (Victoria, Australia) without a phonics teaching sequence must choose one this year, thanks to the Making Best Practice Common Practice announcement (applause).

A good phonics sequence works from simple to complex, separating similar sounds/spellings (like b/d), and targeting high-impact patterns first. Ideally, there are matching, high-quality teaching materials, and excellent training and support, readily available at a reasonable price.

Decodable texts allow children to practise what they’ve been taught in phonics lessons, without being tripped up by a whole lot of harder spellings. What we practise, we learn. The type of reading material given to young children can have at least as big an impact on their reading habits as what they’re taught in class (see this article, or this book), so decodable texts must be chosen carefully and wisely. This blog post aims to help with this decision-making.

Things supplier websites won’t tell you

Supplier websites provide lots of great information about decodables, but don’t say that some books offer limited opportunities to practise some targets, or include words that are quite hard for their intended readership. The ERA Books Phonics Decodables 1.0 and 1.1 Set 4 books ($8.95 each, so $35.80 for all 4) list ‘k’, ‘h’, ‘f’, ‘l’ and ‘j’ as letter-sound targets. The words suitable for absolute beginners in these four books are: ‘Kim’, ‘Kip’, ‘kid’, ‘him’, ‘had’, ‘hen’, ‘hug’, ‘hat’, ‘fit’, ‘fun’, ‘fed’, ‘lid’, ‘log’, ‘Jim’, ‘jam’, ‘jug’, and ‘jet’ (17 unique words, 44 total words). Some other words also contain the targets, but in difficult-for-beginners CVCC, CVCC, CCVCC or CVCCC* words: ‘help’, ‘frog’, ‘fits’, ‘lift’, ‘just’, ‘sink’, ‘help’, ‘milk’, ‘flips’, ‘lifts’, ‘jumps’ and ‘like’.

The Sunshine Decodables Series 1 Set 3 book “Mud fun” lists the following targets on its back cover: ‘c’, ‘k’, ‘ck’, ‘j’, ‘qu’, ‘v’, ‘w’, ‘y’, ‘z’, ‘zz’, ‘ff’, ‘ll’, and ‘ss’. The only words containing these spellings I can find in the book are: ‘van’, ‘will’, ‘job’, ‘off’, ‘wets’, ‘wax’, and ‘kids’. No ‘c’, ‘ck’, ‘qu’, ‘y’, ‘z’, ‘zz’, or ‘ss’ words. The only ‘y’ words I can find in all ten Set 3 books are: ‘yes’ (two instances), and ‘yum’ (one instance). I wonder why they couldn’t work ‘yam’, ‘yap’, ‘yell’, ‘yet’ and ‘yuck’ in too. Writing good decodable books is hard work, and everyone who attempts it deserves some credit, but (call me old-fashioned) the phonics targets listed on the back of a book should actually be in that book, and in more than one or two words.

Free decodable book evaluation form

I’ve made a free decodable book evaluation form which I use in the 45 minute video below to evaluate a few of the many books which follow the Letters and Sounds phonics teaching sequence. This sequence was published by the UK government in 2007. I hope the form and video are useful to anyone feeling baffled by the confusopoly of decodable books now available, and needing a system to help them find lovely books that help their learners thrive. Sorry it’s quite a long video. If you’re time-poor and fairly familiar with the topic, crank up the speed using the little cog at bottom right, then just switch it back to normal speed for the most interesting bits. Making people sound like chipmunks also adds a bit of fun to the day.

Here are some examples of early years phonics teaching sequences, with links to matching decodable books and training providers. There’s no such thing as a perfect sequence, so please explore a variety of them, and related teaching materials and training, before choosing. Inclusion in this table does not constitute endorsement.

If you have a mixture of decodable books from various publishers/sequences, the NSW SPELD decodable book selectors can help you organise them into your preferred sequence. There’s also a free video training called Implementing a Systematic Synthetic Phonics approach on the government-funded Literacy Hub website, which has its own phonics sequence, but no decodable texts. Jocelyn Seamer runs early years phonics training and has program-agnostic resources. Free recordings of 2018 Victorian Dept of Ed webinars on synthetic phonics and related topics are also still available. The Five from Five website is also an amazing resource.

I hope all this is helpful to people choosing a phonics teaching sequence. I’m running small, hands-on workshops where you can have a Proper Look at a range of decodable books at the Spelfabet office in North Fitzroy this term, and try out my evaluation form on some (here’s the link to it again). Sorry it’s taken a while to get the workshops off the ground (life keeps thwacking me). Tickets to the sessions are not yet all in the website shop because of software glitches, but they will be by the end of the week.

Alison Clarke

PS The Spelfabet shop doesn’t sell decodable books suitable for absolute beginners, but has beginners’ quizzes, and Phonics with Feeling download-and-print decodables for kids in their second and third years of school (or later Foundation students). Also embedded picture mnemonics to help tinies learn basic sound-letter relationships, that two letters can represent a sound (sh/shell, oo/food), and that some sounds have shared spellings e.g. u/up (or u/undies, if you prefer) and u/unicorn.

^{* C = consonant, V = vowel. VC words include ‘in’, ‘at’ and ‘up. CVC words include ‘hot’, ‘sun’ and ‘fed’. CVCC words include ‘milk’, ‘help’ and ‘just’. CCVC words include ‘stop’, ‘from’, and ‘bent’. CCVCC words include ‘flips’, ‘trend’ and ‘stamp’. CVCCC words include ‘jumps’, ‘lifts’ and ‘grabs’. Please start beginners off with just VC and CVC words.}

_{** Sounds-Write now has Australian and US branches.}

Autonomy’s great if it delivers success

The Australian Education Union dislikes our state’s new requirement to teach explicit, systematic, synthetic phonics in the early years, saying teachers already do phonics, must not be told how to do their jobs, weren’t properly consulted, and won’t cooperate. However, many teachers, including AEU members, are pleased by this new requirement. They see it as a vital social justice measure and a way to cut teacher workloads, and are disappointed by the AEU’s response.

I’m not sure why being told to do something you already do is a problem. Everyone is told how to do their jobs, including self-employed folk like me. I’m working on my Speech Pathology Australia Certification, and must comply with Fair Work, NDIS, Medicare, ATO and many other requirements.

The reading/learning science movement has been growing like topsy for years, so I’d be surprised if Education Ministers and the AEU haven’t had plenty of discussions about how to best teach literacy. Having been a union rep myself, I’d be amazed if AEU members went to the barricades to defend teaching approaches which lack strong evidence, or the resulting high differentiation workloads.

Teacher autonomy (not evidence-based practice) gets top priority in the recently-updated AEU Pedagogy Policy. Perhaps whoever invited Barbara Arrowsmith-Young to speak at the AEU office in 2017 led the policy review process. Has teacher autonomy been working well for this state’s struggling readers, and their teachers, who have a right to do high-quality work, and to see their students succeed?

New VAGO report

A new state Auditor-General (VAGO) report says our Education Department isn’t getting good value for the $1.2 billion dollars being spent over five years on its Tutor Learning Initiative. There’s substantial evidence (e.g. here and here) that high-quality, intensive small group intervention can help struggling readers catch up. Across the state in 2023, tutored kids’ test scores increased more than the median increase for all kids (great!), but less than matched kids who weren’t tutored (oh dear).

I’m sure many skilled, experienced tutors who understand reading/learning research provided high-quality intervention in many schools, and their students made a lot of progress. But what were tutors doing elsewhere? Balanced literacy (a balance of things that work and things that don’t)? Other ineffective programs/approaches? VAGO says tutoring was generally timely, but there were problems with targeting intervention, and making it appropriate to school context and student need. Workforce problems mainly affected secondary and F-12 schools.

VAGO concludes that many schools’ tutoring was not effective, and recommends a statewide, staged roll-out of effective programs. Data the Education Department already collects should be used to drive improvement. Absolutely.

What does good intervention look like?

Most kids who struggle to read and write have difficulty at the word level. Kids’ word-level reading and spelling improves when they do a LOT of well-targeted and sequenced reading and writing practice. If watching a Tutor Learning Initiative literacy session, I’d mainly want to see kids with eyes on text (in books, games, whatever) as they read aloud, or pencils in hand, writing, then reading back what they’ve written. I’d want to see tutors providing well-organised and sequenced, fast-paced work with immediate feedback and encouragement. They’d be helping kids get their reps up, and slam-dunk words into long-term memory for instant retrieval and thus fluency.

Take a look at the 90 second video about the Tutor Learning Initiative here: www.vic.gov.au/tutor-learning-initiative. I see children walking, sitting, talking, smiling … but can you see any children reading or writing? What does this mean? I’m not sure, but I’d promote this initiative with a very different video.

System support for the best teaching and learning

The AEU’s submission to our recent state government inquiry into education says on p2:

“Geoffrey Robertson KC correctly argues that “a real revolution in education will only come when a government ensures that its state schools set the standard of excellence. Then and only then will we have equity.” The idea of equality draws on notions that all people in our society are of equal value. This democratic principle is crucial to underpinning the provision of public schooling. Only through proper and fair funding of our schools and a system focused on supporting school staff to provide the best teaching and learning programs that then (sic) we can achieve equity.”

Typo/grammar aside, I couldn’t agree more. It’s time to close the school funding gap. I hope the Federal Next Steps report ensures that future Initial Teacher Education graduates know how to teach reading and spelling fast and well. I hope ongoing Tutor Learning Initiative improvements, and implementation of the VAGO report’s recommendations, help stacks of struggling kids catch up with their peers in 2025. And I hope AEU members can persuade their leaders that early, explicit, systematic phonics is (to paraphrase Snow and Juel) helpful to all children and their teachers, harmful to none, and crucial for some, and that autonomy to wander in the literacy pedagogy wilderness is highly overrated.

25 minutes a day in F-2 so everyone can read!

Melbourne newspaper The Age is holding its Schools Summit, you can find their blog about this here.

The big announcement from this summit is that explicit teaching of systematic, synthetic phonics in the first three years of school will be required of all Victorian schools from 2025. Here’s a screenshot from the Premier’s media release entitled “Making best practice common practice in the Education State”:

An article The way children are taught to read in Victoria is about to change provides more detail, but it’s pay-walled if you’re not an Age subscriber. If you are, please make time to leave a comment. Here’s mine:

Kudos to Education Minister Ben Carroll for learning about reading research, and acting on it. Everyone in education and beyond will benefit when all children are taught to read and write in the most effective, efficient way, especially children from disadvantaged backgrounds.

A win for kids and teachers

This announcement must be implemented in a pro-teacher way, recognising the yawning gap in language knowledge in most teacher preparation degrees, and the vast amount of work so many teachers have done in their own time to upskill themselves and others, and get us to this point (yes, Sharing Best Practice, Reading Science In Schools, TFE, SPELDs, LDA, SOTLA, Berys Dixon and Maureen Pollard, I’m looking at you).

This decision should give early years teachers faster success teaching all children to read and write, especially those who struggle. It should reduce later years teachers’ differentiation workloads. Fewer parents will have to spend money on intervention outside school. Fewer kids whose parents can’t afford intervention will miss out on quality teaching about our complex writing system. More success for all means better behaviour and less class disruption. This announcement should help block the school-to-prison pipeline.

I’ve been doing little happy dances about the announcement all morning, but this is only the beginning. The hard work of implementation starts now.

Helping schools choose quality phonics practice texts

Practice makes permanent, so schools need to choose high-quality, good-value phonics practice texts, and make them available to all F-2 children. Our North Fitzroy office is about the only place in Victoria where a wide range of decodable books suitable for F-2 are on display. Next term, I’ll be running small (up to 12 people) three-hour workshops about them on Wednesdays and Thursdays after school, and fortnightly on Saturdays.

There are also a couple of 22nd June workshops for people needing urgent help getting value for EOFY unspent cash, and some workshops for interventionists, librarians, adult educators and parents. I hope this is a useful way to support implementation of this important announcement, and ensure children are given quality phonics practice texts, and Victorians’ money is spent wisely. All the dates and times are on the workshops page, where tickets will be available soon.

Let’s set kids up for success

Finally, I’ve been thinking about the article “The way we teach most children to read sets them up to fail” Prof Pamela Snow and I co-wrote in the Conversation in 2015. Let’s hope everyone in the education system can now work together to ensure all children are taught to read in a way that sets them up for success.

Alison Clarke

New Flex-It games

Introducing our new, affordable, download-and-print set of games for explicitly teaching and practising Set for Variability skills: Flex It. There are 15 games so far, but more to come soon:

Dr Marnie Ginsberg of Reading Simplified gives a great explanation of the importance of Set for Variability in reading here, including references, or you can listen to her on the Triple R Teaching podcast. So here’s a quick version, please see hers for more details (and yes, I’ve sent Marnie the games and she’s happy to share the term ‘Flex-it’).

Many letters/spellings can represent more than one sound, e.g. the:

• ‘a’ in ‘atom’ and ‘apron’,
• ‘e’ in ‘even’ and ‘ever’,
• ‘i’ in ‘item’ and ‘index’,
• ‘ow’ in ‘show’ and ‘shower’,
• ‘g’ in ‘goblin’ and ‘giant’.

Kids thus often include an incorrect but plausible sound in a word when they sound it out. They say things like ‘joblin’ for ‘goblin’ and ‘eever’ for ‘ever’. Kids with strong Set for Variability skills can often then correct themselves, and get the word right. Other learners need to be explicitly taught how to do this.

Our “Flex It” games contain words with a shared spelling that represents two sounds (or three in the case of the o/solve, o/stove, o/some game). Most words on the cards contain two syllables. For example, here are some of the cards for the a/atom, a/apron game:

Here’s how to play Flex-It, this time with the o/often, o/open cards:

You can get the games now from the Spelfabet shop. Download and print each game on three A4 sheets of light cardboard, laminate, cut cards up or ask some helpful older students who’ve finished their work to show off their scissor skills. Repurpose vegetable-bunch elastic bands to hold each deck together for extra good karma.

Show learners the words on the cards and remind them that they’ve learnt that (whatever) letter/spelling can represent both (whatever) sound and (whatever other) sound. Model trying both sounds in a few less-common words in the deck e.g. ‘fragrant’ and ‘flagon’, putting any unfamiliar words in sentences, and maybe showing them a picture (hooray for instant internet pictures of flagons etc.)

Shuffle your deck and deal 5 cards to each player, put the rest face down in the middle, turn over the top card and take turns to play cards with the same colour or symbol, or a ‘change’ card, until someone wins by running out of cards. Learners must read the word on each card as they play it. If a learner mispronounces the target sound in a word, ask them to try the other sound. Just tell them the sound if it’s slipped their mind. Provide lots of specific praise when learners correct their mispronunciations.

Thanks to Elle Holloway for the idea, and setting up the template, so I could just nerd on the words.

Myself and other Spelfabet staff will have a table at the SOTLA event with Emily Hanford in Melbourne this Saturday (squee, when we’re not lining up for a selfie with Emily), if anyone there wants to try out these games.

Hope they help lots of kids to tackle reading words flexibly and successfully.

Alison Clarke

Workshops comparing decodable books

Schools everywhere are replacing their predictable/repetitive texts for beginners/strugglers with decodable texts. Excellent. Kids need to practice decoding words, not guessing or rote-memorising them.

There’s been a recent market explosion of decodable books. I’ve just updated my website list, and discovered that the Reading League in the US has an even bigger list. My head is spinning. It would be very sad if people spent a lot of money on well-marketed, pretty, but pedagogically low-quality ones, then tried them out, didn’t like them, and went back to predictable/repetitive texts.

I’d like to be able to write a blog post giving my full and frank opinions about the range of decodables we have in the Spelfabet office. Well, maybe not the ones we keep at the bottom of the back cupboard. Unfortunately, we live in a litigious world, so I’d have to check such a blog post with a lawyer first.

However, I can invite locals to small workshops to have a Proper Look at these books, and discuss their features, advantages and disadvantages. After so much online learning and online shopping, that’d be a nice thing to do.

We’ve almost finished setting up our display of decodable books suitable for early years children in our workshops room, see photo above. My excellent colleagues Georgina Ryan and Elle Holloway have spent many hours preparing information sheets about each set of books, and I’m just finishing the task off.

I’ll be running a two-hour in-person, hands-on session about this display on Wednesday 22nd May from 1.30pm till 3.30pm, and more will be scheduled soon. Numbers are strictly limited to 20 people per session. If you work at a City of Yarra, Merri-Bek or Darebin school or local library (our local patch) please email info@spelfabet.com.au from your work address with the name of your school for a 50% discount code. Click here for a ticket.

We don’t have every available decodable book series, or full sets of every series, but once we’ve added a few new things, our early years display will include texts from:

• The Adventures of Doc Leeda (High Noon Books, US)
• Big Cat Phonics Practice, Big Cat Phonics for Letters and Sounds (Collins, UK)
• Bug Club/Phonics Bug (Pearson, UK)
• Core Knowledge Language Arts readers (free printables, US)
• Cracking the ABC Code (Aus).
• Dandelion Launchers, Readers and World (nonfiction) books (Phonic Books, UK and US)
• Decodable Jewels (Aus)
• Decodable Readers Australia (Early Readers, Main Fiction, nonfiction, Aus)
• Dog on a Log (Let’s Go Books, US)
• ERA Phonics Decodables (Aus)
• Fitzroy Readers (Fitzroy Program, Aus)
• Flyleaf Emergent Reader Series and Reading Series, (UK), which are also free online.
• Get Reading Right (Aus)
• InitiaLit readers (Multilit, Aus)
• Jolly Phonics (Jolly Learning, UK)
• Junior Learning Letters and Sounds sequence books (UK)
• Little Learners Love Literacy Pip and Tim, Wiz Kids, Tam and Pat and Big World (nonfiction) books
• Little Sprouts (High Noon books, US)
• Mog and Gom (Smart Kids, Aus? UK?)
• Phonics With Feeling (printable decodables, available from this website, Aus)
• PLD Literacy (other publishers’ books reorganised into PLD teaching sequence, Aus)
• Pocket Rockets (Smart Kids, Aus)
• Preschool University (printable decodables, US)
• Reading Elephant (download-and-print stories, US)
• Power Readers and Supercharged Readers (Voyager Sopris, US)
• Reading Mates (Aus)
• Reading Stars (Ransom, UK)
• Rip Rap Club (Cumquatmay, Aus)
• Rising Stars Reading Planet (Hodder, UK)
• Simple Words books (US)
• SmartKids Decodable Fiction Collection (Aus? UK?)
• Snappy Sounds (Macmillan, Aus)
• Sound Waves (Firefly Press, Aus)
• Sounds Write (UK)
• SPELD SA Phonic book series for Jolly Phonics sequence and Sounds-Write sequence (Aus)
• Sunshine books – Decodable series (Aus)
• UFLI Foundations (US)
• Whole Phonics (US)

We also have the No Nonsense Phonics kit (UK) and iPads with decodable books as apps, and a projector to show you a few cool online things, like the new Reading Doctor decodable texts (hilarious pictures are on the following page, so you CAN’T guess from them!). Please note that the workshops will be about decodable books for youngsters, not older, catch-up readers (8+ years to adult). We’ll need another whole session or two to discuss them. Let us know if that’s of interest.

If you’re local and want to attend, but can’t do so on Wednesday afternoons, let us know when would suit you at info@spelfabet.com.au. You might also like to try the Decodable Book Selectors from NSW SPELD.

Alison Clarke

Speech Pathologist