Using Decodable Readers for Secondary Students

Overview of this Blog:

Teaching secondary students in New Zealand who still need phonics instruction? You're facing a unique challenge that requires both sensitivity and strategic thinking. While decodable readers are often associated with primary classrooms, they can be incredibly powerful tools for older students – when used thoughtfully. This guide shows you how to implement decodable readers with secondary students while maintaining dignity, engagement, and accelerated progress.

Decodable Readers for Secondary Students

The Secondary Reading Reality

Let's address the elephant in the room: having secondary students who can't read fluently is more common than many people realise. These aren't students who are "lazy" or "unmotivated" – they're often bright, capable young people who simply missed crucial foundational reading skills along the way.

Common profiles of secondary students who need decodable readers:

Students with undiagnosed or under-supported learning differences
English language learners still developing phonics skills
Students who moved frequently and experienced gaps in instruction
Those who learned to memorise words but never mastered decoding
Students returning to school after extended absences

The key insight? Age doesn't determine reading instruction needs – skill level does. A 15-year-old who can't decode multisyllabic words needs the same systematic phonics instruction as a 7-year-old, just delivered in a more mature, respectful way.

Why Decodable Readers Work for Older Students

Filling the Gaps Systematically

Secondary struggling readers often have significant gaps in their phonics knowledge. Decodable readers allow you to:

Identify specific gaps: See exactly which sounds and patterns students haven't mastered
Build systematically: Fill gaps in logical order rather than random remediation
Provide success experiences: Students can actually read complete texts, building confidence
Transfer skills immediately: Practice decoding in meaningful context

Building Automaticity

Many secondary students in New Zealand can sound out words slowly but lack fluency. Decodable readers provide:

Repeated practice with specific patterns
Gradual increase in text complexity
Opportunity to build reading stamina
Development of sight word recognition through repeated exposure

Restoring Confidence

After years of reading struggle, many secondary students have given up. Decodable readers help by:

Providing immediate success with complete texts
Showing clear, measurable progress
Reducing guessing and anxiety
Building a foundation for accessing grade-level content

Making Decodables Age-Appropriate

Content Considerations

Choose topics that resonate:

Real-world scenarios (jobs, relationships, current events)
Age-appropriate interests (sports, technology, social issues)
Aspirational content (career paths, independence, future goals)
Culturally relevant themes

Avoid content that feels "babyish":

Cartoon-style illustrations
Primary school scenarios
Overly simplistic moral lessons
Characters significantly younger than your students

Presentation Matters

Visual design should be mature:

Clean, sophisticated layouts
Realistic photography or mature illustrations
Font sizes that don't scream "beginner"
Professional-looking covers and formatting

Language should be respectful:

Use vocabulary appropriate for their age and experiences
Include complex sentence structures even with simple phonics patterns
Address mature themes within phonics constraints
Avoid overly repetitive, sing-song language

Implementation Strategies That Work

Setting the Stage

Be transparent about the purpose:

"We're going to work on some specific reading skills that will help you with all your classes"
"These books are designed to target particular patterns you need to master"
"Think of this as athletic training – we're building specific muscles"

Frame it as skill-building, not remediation:

Focus on what they're gaining, not what they're missing
Use sports or music analogies about practice and improvement
Emphasise the strategic, purposeful nature of the work

Lesson Structure for Secondary Students

Pre-Reading (3-5 minutes):

Quick review of target phonics pattern
Preview challenging vocabulary
Set purpose for reading
Activate background knowledge

During Reading (10-15 minutes):

Partner reading or small group reading
Strategic pausing for discussion
Immediate support for decoding challenges
Focus on both accuracy and comprehension

Post-Reading (5-10 minutes):

Discuss content and make connections
Review target phonics patterns in context
Connect to broader reading goals
Preview next steps

Maintaining Engagement and Motivation

Choice and Autonomy

Provide options whenever possible:

Let students choose between 2-3 decodable texts at their level
Offer different response formats (discussion, writing, projects)
Allow students to set some of their own reading goals
Give choices in how they demonstrate understanding

Real-World Connections

Link reading skills to their lives:

"These decoding skills will help you read job applications"
"Understanding prefixes and suffixes helps with technical manuals"
"Reading fluency makes studying for your driver's test easier"
Use examples from social media, texting, and online content

Progress Tracking

Make progress visible and meaningful:

Use charts that show skill mastery rather than "level"
Celebrate specific achievements ("You mastered all the 'tion' words!")
Connect progress to real reading situations
Set short-term, achievable goals

Differentiation for Diverse Needs

For Students with Significant Gaps

Intensive support strategies:

One-on-one or very small group instruction
Slower pacing with more repetition
Additional phonemic awareness work if needed
Multi-sensory approaches for kinaesthetic learners

For Students Close to Grade Level

Acceleration strategies:

Move quickly through familiar patterns
Focus on complex morphology and advanced phonics
Bridge to grade-level texts more rapidly
Use decodables as warm-up for more complex reading

For English Language Learners

Additional considerations:

Extra vocabulary support
Cultural context for content
Opportunities to share their linguistic knowledge
Connections between English and their first language

Assessment and Progress Monitoring

Diagnostic Assessment

Before starting with decodables:

Assess phonics knowledge systematically
Check both nonsense and real word reading
Evaluate reading fluency and comprehension
Identify specific gaps and strengths

Ongoing Monitoring

Regular check-ins should include:

Accuracy with target phonics patterns
Reading fluency improvements
Comprehension of decodable texts
Transfer to other reading contexts

Progress Documentation

Keep records that show:

Skills mastered over time
Texts read successfully
Areas still needing support
Growth in confidence and engagement

Classroom Management Considerations

Creating a Safe Environment

Establish ground rules:

Respect for everyone's reading journey
No judgment about current reading level
Focus on growth, not comparison
Confidentiality about individual reading levels

Managing Mixed Levels

When students are at very different levels:

Use flexible grouping strategies
Provide independent work options
Train students as peer tutors
Have extension activities ready

Addressing Resistance

When students resist using decodables:

Acknowledge their feelings without judgment
Explain the purpose clearly and respectfully
Show them their baseline and set goals together
Provide evidence of progress regularly

Building Bridges to Grade-Level Content

Gradual Release

Moving beyond decodables:

Use decodables as warm-up for grade-level texts
Pre-teach phonics patterns found in content area reading
Practice decoding skills with vocabulary from other classes
Gradually increase text complexity while maintaining support

Cross-Curricular Connections

Link phonics skills to other subjects:

Science: decoding technical vocabulary
Social Studies: reading primary source documents
Math: understanding word problems
Career preparation: reading workplace materials

Final Thoughts

Using decodable readers with secondary students in New Zealand requires courage – both yours and theirs. It takes courage to admit that foundational skills need attention, and courage to do what's necessary for long-term reading success rather than what might feel more age-appropriate in the moment.

Remember: there's nothing childish about learning to read well. These students deserve systematic, explicit instruction that meets them where they are and accelerates their progress. When implemented thoughtfully and respectfully, decodable readers can be the bridge that finally connects struggling secondary readers to the literate world they've been excluded from for too long.

The goal isn't to keep students in decodable readers forever – it's to build the foundational skills they need to access everything else. Every student deserves to experience the power, freedom, and joy that comes with being able to read fluently. Sometimes the most direct path to that goal involves taking what might seem like a step back in order to leap forward.

📚 Ready to support your secondary struggling readers? Explore our systematic decodable reader collections

🎯 Need a clear phonics progression? Download our comprehensive Scope and Sequence

💡 Want more secondary reading strategies? Browse our blog for expert guidance and practical tips

— Every Reader Deserves Success!

Back to blog