How Do I Choose Texts for Alphabetics Instruction?

Though alphabetics functions mainly at the word level, we want learners to be able to “crack the code” so that they can read and comprehend texts related to their goals. For teaching and learning alphabetics, texts chosen for instruction should include:

the letters/patterns/words learners need to learn
the connected text that students read to practice and reinforce their growing alphabetics knowledge and skills

For beginning adult readers, words for alphabetics instruction are chosen for ease of decoding and include words with these three factors:

1-2 syllables
Predictable onset-rime combinations
Regular spelling patterns

For intermediate-level readers, words include words with these two factors:

3 or more syllables
Prefixes, affixes, roots

For intermediate and more advanced readers, a focus on common syllable types and word analysis (such as in Intermediate Word Study) are helpful.

Alphabetics instruction includes reading and analyzing isolated words, but learners also need opportunities to read connected texts that link words into phrases, sentences, and paragraphs. Reading connected texts provides opportunities for even beginning readers to apply emerging decoding skills. The connected texts used in instruction can include words from the text that have been pulled out and used for isolated word instruction, ensuring that students are encountering the words studied. Conversely, the connected texts can contain new words with the spelling pattern or syllable type being studied, requiring learners to apply a new alphabetics concept to new words.

Decodable texts: Designed for use in a sequence, they focus on words with sound and spelling patterns that learners are familiar with from instruction. They are usually based on familiar topics and contain simple words and sentence structures. The simplicity helps the learner focus on decoding words and fosters early fluency, but many decodable texts may be written for children and too simplistic for adults. Decodable texts may also fail to build world knowledge and understanding of more complex sentence structures. Therefore, decodable text should be used only at the beginning stages of reading and must be reviewed to ensure they are appropriate for adult learners.

Authentic Texts: Authentic texts are written for real-world purposes and are not edited to meet a particular reading level.

Leveled Meaning-Based Texts: High-beginning and low-intermediate adult learners can practice reading texts at a variety of reading levels. These texts are meaning-based and accessible, and address a variety of topics relevant to adults. Two examples of resources for leveled texts include Readworks and Reading Skills for Today’s Adults.

Click “Next” to start with an overview of fluency and fluency instruction.