5 Signs a Struggling Reader Would Benefit from Decodable Books

Every struggling reader is different, but there are common patterns that signal a reader would benefit significantly from structured practice with decodable books. If you're a teacher or parent who recognises a reader in any of these signs, it's worth paying attention.

Sign 1: They Guess at Words Instead of Sounding Them Out

Watch a reader read. When they come to an unfamiliar word, do they look at the picture and say a word that fits the story? Say the first letter and guess the rest? Skip the word entirely? You can assume a reader is using the guessing strategy when they look at the first sound or letter and then say a random word, look at the picture, or rely on the context of the story. This is compensatory behaviour, not reading, and it's a hard habit to unlearn once it's established. Decodable books break this habit by only including words the reader can decode. There's nothing to guess.

Sign 2: They Read Slowly and Sound Uncertain, Even on Familiar Books

If a reader is reading books at their supposed level but every sentence feels like a struggle, the books probably aren't at the right level, or the right type. Levelled readers often contain words that require phonics patterns the reader hasn't been taught. Decodable books remove this mismatch.

Sign 3: They Reverse or Confuse Letters (b/d, p/q, was/saw)

Letter reversals are typically phonological in origin. The reader hasn't fully mapped the letter-sound connection in long-term memory. Systematic phonics instruction and decodable practice builds these mappings explicitly. Reversals reduce as phonics becomes more automatic.

Sign 4: They Can 'Read' Familiar Books but Struggle on New Ones

If a reader has memorised their familiar books, give them an unfamiliar text and watch what happens. Decodable books are designed so that each new book contains only familiar patterns, building true reading skills, not a memory bank.

Sign 5: They've Been Identified with Dyslexia or Are on a Learning Support Plan

If a reader has a formal reading difficulty diagnosis or is receiving intervention, decodable books should be part of their support plan. In New Zealand this may be an Individual Education Plan (IEP); in Australia an Individual Learning Plan (ILP); in the US an IEP through IDEA. Find the right starting point at innerlinks.info.