Rachel Birch, Heather Sharp, Drew Miller, Denyse Ritchie, Susan Ledger 2021
This report presents a review of selected articles that were published between 2000 and 2021 and that report on teaching reading with decodable or levelled reading books. Interestingly, the authors note that the majority of research in this area has been focused on those children who had been identified as having lower reading proficiency levels. As well as providing a brief coverage of different models of reading, a history of recent curriculum history in Australia, and definitions of some key terms including decodable and levelled texts, the review presents key findings about teaching reading using decodable and levelled texts. These findings foreground the importance of teachers and teaching in the learning to read process of children, and the importance of providing children with variety of reading material as well as the opportunity to engage with multiple approaches and texts.