Our Books Engage Beginning and Struggling Readers
Written especially for beginner, catch-up and and special-needs readers, our hi-interest, decodable book series ensure reading success and build confidence from the outset. All of our books, games, and activities are designed to engage your child or students whether they are just starting out, or are struggling to read.
Specially Developed Decodable Books and Resources
Decodable books are specially written texts that students use as they learn to read. By introducing words with only a few new letters and sounds at each stage, students are able to read the books independently and successfully as they progress. Each series is structured along a highly-sequential phonic progression that allows the reader to read a growing number of words until they become fluent, independent readers.
What Others are Saying About Phonic Books…
Teachers and parents alike are finding success for their struggling readers through Phonic Books series and activities.
So glad I found Phonic Books!
Remembering the day that my son, Nate, sneaked Magic Belt books still brings tears to my eyes. Before Magic Belt, the only books that I could find for my son to read narrated the mundane adventures of a rat or a cat with a hat … He became a book lover because of Magic Belt, so those books are very special to me and worth every penny!
While the instructional quality of the books is most important to me, the fact that my students love the books is a huge bonus. On many occasions, I have had students eagerly ask me as soon as they see me, “Have you brought the next book?” For some, a Talisman book is the first book the child has ever read with great excitement.
Popular Phonic Books and Resources
For every age of aspiring reader, we have just the right books, games and workbooks.
Latest NewsView all News
Does interplay between children and their environment shape the development of reading skills?
An interview with a developmental cognitive neuroscientist Ola Ozernov-Palchik is a postdoctoral associate at the McGovern Institute for Brain Research at the Massachusetts Institute of Technology (MIT) and a lecturer and program director at the Harvard Graduate School of […]
What’s Meaning Got To Do With It?
Do you have students who persistently misread small, high-frequency words such as: “he,” “I,” “of,” “gave,” “a,” “the,” “she,” “her,” “on” or “was”? This is quite common even if older students have had remediation for decoding difficulties and have improved […]
Can Lucy Calkins’ changing views shift the way millions of children are taught to read?
The news has been spreading that Lucy Calkins, head of the Teachers College Reading and Writing Project (TCRWP), has been learning about the science of reading and making changes to her guidance and widely used curricula. Throughout her career, she […]
Books to engage and motivate older, struggling readers
Older, struggling readers often have gaps in the their phonics knowledge. They find alternative spellings particularly confusing. Many suffer from low self-esteem so offering them decodable materials that are age-appropriate is vital. Vital because if the reading materials can engage […]
Phonic Books is Going Red for the Month of October!
What is all this ‘going red’ about? Go Red is a community of passionate individuals and organizations that campaign to promote literacy and a greater understanding of dyslexia. Being able to read and write is something most of us take […]
Little things can make a big difference
The education researcher Dylan Wiliam has said that “changing what teachers do is more important than changing what teachers know.” But isn’t knowledge power? And what we do is obviously linked to what we know. So, how can that be? […]
Parents steers school toward Science of Reading
It is so sad to hear when a young child says he wants to kill himself because he can’t read as described in the interview linked at the end of this piece. It is uplifting to hear how a parent turned […]
Consonant blends and consonant teams – what’s the difference?
Many of the terms in phonics are quite confusing. Consonant blends and consonant teams are such terms. So, what is the difference between the two? A consonant blend is a term used for two adjacent consonants in a word that […]
Why we need to teach the Alphabetic Code
What is the Alphabetic Code? English has a complex writing system. It has 26 letters but roughly 44 sounds (this depends on pronunciation). There are roughly 160+ different spellings for these 44 sounds. In order to teach them in a […]
Dictation is a great activity for emerging spellers
Most teachers approach teaching in a child-centered way so dictation goes against the grain. It may seem old-fashioned and yes, a bit dictatorial. But actually, is it a really powerful tool which is particularly useful for struggling or emerging readers […]
The conveyor belt from reading difficulties to prison
Emily Hanford’s most recent podcast, an audio documentary called What Words Say, is a must listen. Hanford explains how reading difficulties often find expression in bad behavior, and she points out that children of color who struggle with reading […]
How we can help kids to self-teach themselves to read
Have you ever wondered how kids can read words they haven’t been taught to read? I recently came across the ‘Self Teaching Hypothesis’ Share,1955. This hypothesis explains how kids use the sounds/spellings they have been taught and apply them to […]