Abstract
The use of decodable texts can support beginning readers in building a strong foundation for reading, especially when reinforcing skills taught in phonemic awareness and phonics programs. Decodable texts have a home within the science of reading, which can be used to motivate and inspire children. The purpose of this essay is to share my experiences implementing decodable texts in small groups to support beginning readers. I will discuss teacher use and implementation of decodable texts to support student application of grapheme-phoneme relationships and the strategies used to improve not only student learning, but their love for reading.
Recommended Citation
Pangari-Schneller, Rosa
(2024)
"Let’s /r//ē//d/: Using Decodable Texts with Beginning Readers,"
Essays in Education: Vol. 30:
Iss.
2, Article 10.
Available at:
https://openriver.winona.edu/eie/vol30/iss2/10
Primary Author Bio Sketch
Rosa Pangari-Schneller is an elementary school teacher and Ph.D student at St. John's University in Queens, New York. Rosa is certified in Early Childhood/Childhood Education, Literacy & Special Education. Her recent work focuses on her own teacher practices when implementing literacy support to small groups of students.
Included in
Early Childhood Education Commons, Elementary Education Commons, Language and Literacy Education Commons
