Wiley Blevins Answers Educators’ Top Questions About Decodable Texts

By: Allie Johnston

As schools continue shifting toward research-aligned reading instruction, educators are asking thoughtful, practical questions about how to make the most of decodable texts. In this conversation, Wiley Blevins shares clear, classroom-ready guidance grounded in both research and real-world practice.

Academic Blog_Title Image_Educators Top Questions about Decodable Texts

Question 1: How can educators use prompts effectively with decodable text without undermining the goals of phonics-based reading?

Answer:

Wiley explains that the shift away from the three-cueing system requires a fundamental change in how teachers prompt students. Under three-cueing, children were encouraged to rely heavily on context and guessing—strategies that often compensated for texts that weren’t decodable enough for early readers.

With high-quality decodable texts, students do have the tools to work through most words using phonics. That means prompts should reinforce attention to print first. Wiley emphasizes that prompts like “Did that make sense?” should be used only as confirmation, after a child has attempted to decode the word—not as a strategy for accessing the word in the first place.

"...prompts should reinforce attention to print first."

This shift supports orthographic mapping and helps students build the strong decoding foundation necessary for fluent reading.

Question 2: What are meaningful ways to engage families, especially multilingual families, in supporting decodable reading at home?

Answer:

Many families speak a language other than English at home, and Wiley notes that the most important support they can provide is time and space for reading. Even if parents don’t feel confident helping with English decoding, ensuring that reading happens consistently is powerful.

"...ensuring that reading happens consistently is powerful."

He also highlights the value of audio recordings and builtin supports within decodable series. When books include recorded readings, guiding questions, visuals, and other scaffolds, families can participate more fully regardless of language background. These resources help bring the reading experience to life and make it accessible for all caregivers.

Question 3: What does effective use of decodable text look like in practice—both in person and virtually?

Answer:

Wiley describes a flexible approach that varies by age and experience:

Day 1: Project the text. Teachers gather students at the carpet, introduce vocabulary, point to text, and markup the projected book together.
Day 2: Provide physical books. Students highlight patterns, reread, and engage more independently. Older students may be ready for echo reading or following along more quickly.
Virtual instruction: Teachers can still point to text on screen and model tracking. When possible, providing downloadable or printable versions of the book gives students the same tactile experience they’d have in the classroom.

Across settings, Wiley notes that many students—like adults—benefit from having a physical book in hand.

As educators continue refining their practice, Wiley’s guidance offers a grounded path forward: keep the focus on print, empower families, and create consistent opportunities for students to grow as confident readers.