The early phases of learning to read are critical because they set the stage for later reading and are even linked with later risk for social-emotional and health problems. As teachers we know that not all Lower Primary books are created equally and the features and demands of these books in this space are varied and unique.
This presentation highlights the difference between early-grade books and upper-grade books and how they are designed to facilitate young pupils’ progress. We explore certain features within a book that helps reading growth and the development of code-cracking. We look at how pupils who read highly decodable books can outperform readers who read books with repetition of high-frequency words. Teachers are also shown how to differentiate between books that have the same readability level by looking at certain text characteristics.
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