Creating Readers with Savannah Campbell

#29 When Do We Stop Using Decodables? (And What Comes Next)

Last week, we talked all about what decodables are with Brooke Vitali. This week, we’re tackling the question everyone is quietly wondering…When do we actually stop using them? In this episode, I walk you through how to think about decodables as a tool (not the goal), what signals students are ready to move on, and what instruction should look like after decodables. Spoiler: it’s not going back to leveled texts. 🔑 Key Takeaways * 🔧 Decodables are a tool—nothing more, nothing less They exist to give students practice with phonics skills that have already been explicitly taught. * 🎯 They are NOT the end goal The goal is not to get good at reading decodables: the goal is to read and understand any text. * 🧠 Word recognition and comprehension develop separately (at first): Decodables support word recognition. Authentic text builds language comprehension. Both matter. * 🔄 We don’t move on based on “levels”: Guided reading levels are not grounded in research and shouldn’t drive instructional decisions. * 📚 The real signal: multisyllabic words: When students can decode and encode multisyllabic words, that’s your cue to begin transitioning away from decodables. * 🌍 What comes next: authentic text + knowledge building: Shift to thematic text sets that build vocabulary and background knowledge—not leveled systems. If you’ve ever found yourself trying to understand when to move away from decodables and what’s next, this episode is for you! Links Mentioned: Blog on Decoding Multisyllabic Words [https://www.campbellcreatesreaders.com/blog/decoding-multisyllabic-words] Link to Dry Erase Notecards* [https://amzn.to/4dFMei4]   *As an Amazon affiliate, I may earn a small commission, at no charge to you, on any items purchased through my link.

#28 Decodables Done Right: Story, Scope, and What Actually Matters with Brooke Vitale

In this episode, I’m joined by Brooke Vitale, founder of Charge Mommy Books and a former editor at major publishing houses like Penguin and Disney. Brooke has published over 100 books and brings a unique perspective to the world of decodables, blending strong storytelling with research-aligned phonics practices. We dig into what decodables are actually for, how they should (and shouldn’t) be used, and what it really takes to create texts that both support decoding and feel like real stories. 🔑 Key Takeaways * 📖 Decodables are a tool, not the curriculum: Their job is to provide practice with taught phonics skills, not replace explicit instruction. * 🔤 Phonics control matters, but so does story: A decodable should still have have a story that makes sense. If it’s just words on a page, we’re missing the point. * 🧠 Comprehension still belongs in decodables: Even simple tasks, like matching a sentence to a picture, require meaning-making and should be part of the experience. * ⚠️ Biggest (non-mistake) mistake--not reading the book first: You can’t anticipate student breakdowns if you don’t know what’s coming. * ✍️ Writing decodables is harder than it looks Brooke shares her process, starting with word lists, building a story, then revising for phonics control. 🔗 Connect with Brooke * Website: https://www.chargemommybooks.com [https://www.chargemommybooks.com]  * Instagram & Facebook: @chargemommybooks * Available on Amazon* [https://amzn.to/4u4XtGh] *As an Amazon affiliate, I may earn a small commission on any purchase made through my link, at no additional cost to you.

#27 From Data to Instruction with Rachel Beiswanger

🎙️ Assessments Aren’t the Enemy In this episode, I’m joined by my real-life best friend and literacy expert, Rachel Beiswanger (@_readingrachel_), to talk about what assessments are actually for , and how to use them without overtesting or overwhelming teachers. If you’ve ever thought, Okay… I have the data. Now what? , then this conversation is for you. In this episode, we discuss: * The difference between universal screeners, diagnostics, progress monitoring, and classroom-based assessments * Why ORF passages are intentionally not decodable (and why that matters) * Common assessment mistakes schools are making * How to use screening data to identify instructional pattern, not just struggling students * The first practical step to take after you administer a universal screener If assessments aren't your favorite, let me introduce you to Rachel.  She has the knack for making testing interesting and for helping all of us use data to inform our instruction. Resources Mentioned: Rachel's Upcoming Webinar [https://my.cheddarup.com/c/assessment-and-the-sor/items](You do NOT want to miss this!) CUBED Comprehension Assessment [https://languagedynamicsgroup.com/cubed/] Rachel's Blog [https://readingrachel.com/]

#26 The 3 Great Spelling Rules (and How to Make Them FINALLY Stick)

Spelling multisyllabic words is not about being “naturally good” at spelling. It is about understanding what happens to base words when we add suffixes and giving students enough meaningful practice to internalize those patterns. In this episode, Savannah walks through the Three Great Spelling Rules and shares practical ways to help those rules actually stick through daily spelling and reading routines. In This Episode, You’ll Learn: * What the Three Great Spelling Rules are and why they matter for multisyllabic spelling * The CVC doubling rule and when to double the final consonant * The silent E (magic E) rule and how vowel and consonant suffixes change the base * The Y rule for spelling, including a simple chant to help students remember it * How to use daily multisyllabic dictation to reinforce spelling patterns over time * How morphology word chains help students practice suffixes, prefixes, spelling rules, grammar, and meaning all at once * A simple reading review routine using word lists or PowerPoints to help students explain spelling changes they see in print The Three Great Spelling Rules only work when students see them again and again in meaningful ways. With daily dictation, morphology-based practice, and intentional reading review, students can move beyond guessing and toward real spelling confidence. This short, practical episode is designed to give you strategies you can start using right away.   Resources Mentioned: Morphology Dictation Lists [https://www.teacherspayteachers.com/Product/Morphology-Dictation-Lists-13074167] Morphology Review PowerPoints [https://www.teacherspayteachers.com/Product/Morphology-Review-PowerPoints-Anglo-Saxon-Latin-Greek-9903913] The Megabook of Vocabulary [https://amzn.to/4qom6LY]* (affiliate link) Blog Post on The 3 Great Spelling rules [https://www.campbellcreatesreaders.com/blog/3-great-spelling-rules]

#25 What 50 Years of Research Reveal About Comprehension Instruction (and Textbooks)

What does decades of research actually say about how comprehension is taught in classrooms, and how much help do textbooks really provide? In this episode, Savannah takes a deep dive into 50 years of comprehension research, beginning with Dolores Durkin’s landmark studies in the late 1970s and extending through large-scale analyses published as recently as 2023. Together, these studies paint a consistent and sobering picture: while comprehension is the stated goal of reading instruction, explicit comprehension teaching has historically been rare, heavily outweighed by assessment, worksheets, and questioning. Savannah walks you through: * What classroom observations reveal about real comprehension instruction * What teacher manuals actually prioritize inside core reading programs * Whether teachers follow textbook guidance—and why many don’t * How newer studies show progress, but still reveal major gaps * Why “following a textbook with fidelity” is not the solution This episode is especially relevant for educators working under mandated programs who feel the tension between what research says works and what materials require them to do. Savannah argues that teacher knowledge, not textbook fidelity, is the true lever for improving comprehension outcomes. Resources Discussed: Blog Post Discussing the Comprehension Studies [https://www.campbellcreatesreaders.com/blog/what-the-research-says-about-comprehension-instruction-in-textbooks] Studies Discussed: Norwegian Study (Mentioned but Not Discussed): Bogaerds-Hazenberg, S. T., Evers-Vermeul, J., & van den Bergh, H. (2022). What textbooks offer and what teachers teach: An analysis of the Dutch reading comprehension curriculum. Reading & Writing, 35(7), 1497–1523 [https://link.springer.com/article/10.1007/s11145-021-10244-4] Capin, Philip, et al. “Reading Comprehension Instruction: Evaluating Our Progress Since Durkin’s Seminal Study.” Scientific Studies of Reading, 23 Oct. 2024, https://doi.org/10.1080/10888438.2024.2418582. [https://www.researchgate.net/publication/385189893_Reading_Comprehension_Instruction_Evaluating_Our_Progress_Since_Durkin] Dewitz, P., & Jones, J. (2013). Using basal readers: From dutiful fidelity to intelligent decision making. The Reading Teacher, 66(5), 391-400. [https://www.researchgate.net/profile/Peter-Dewitz/publication/264469297_Using_Basal_Readers_From_Dutiful_Fidelity_to_Intelligent_Decision_Making/links/62790c012f9ccf58eb39f808/Using-Basal-Readers-From-Dutiful-Fidelity-to-Intelligent-Decision-Making.pdf] Durkin, Dolores. "What classroom observations reveal about reading comprehension instruction." Reading research quarterly (1978): 481-533. [https://www.ideals.illinois.edu/items/17943/bitstreams/64300/data.pdf] Durkin, D. (1981). Reading comprehension instruction in five basal reader series. Reading Research Quarterly, 515-544. [https://scispace.com/pdf/reading-comprehension-instruction-in-five-basal-reader-11xb5lmzla.pdf] Durkin, D. (1984). Is there a match between what elementary teachers do and what basal reader manuals recommend?. The Reading Teacher, 37(8), 734-744. [https://www.semanticscholar.org/paper/Is-There-a-Match-between-What-Elementary-Teachers-Durkin/42e8db3ea70d066483b281357fb6f5e8d0e6298f] Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit instruction in core reading programs. The Elementary School Journal, 114(3), 406-430. [https://www.readinghalloffame.org/sites/default/files/esj_march_2014_proof.ray_comments.pdf]