Beginner Readers
Accessible and engaging books for children ages 2-8
New Releases
Our Books Engage Beginning and Struggling Readers
Written especially for beginner, catch-up and readers who require extra support, 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!
Melanie McAfee
McAfee Reading and Spelling Company
Completely engaging!
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.
Jennie Smith-Brock
Special Education Teacher
Popular Phonic Books and Resources
For every age of aspiring reader, we have just the right books, games and workbooks.
Latest NewsView all News
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Bridging phonics and phonemic awareness to build proficient readers
Phonemic awareness and letter-sound knowledge are the biggest indicators of how well a child will learn to read in the first two years of school. Yet phonemic awareness and letter-sound knowledge are NOT the end goal. Our end goal will […]
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Providing Reading Interventions for Students in Grades 4-9: How to build decoding skills to read multisyllabic words
The Institute of Education Sciences (IES) within the US Department of Education periodically issues free practices guides for teachers. They convene a panel, review the research, and formulate general recommendations based on the evidence. What I like about these practice […]
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Cultural shift from letter names to sounds
Happy Spring!! The weather is getting warmer, the flowers will be in bloom, and the Kindergarten Center teachers are wondering when it will be time to teach letter names! For those of you who did not read, “Lynbrook Takes the […]
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Supercalifragilisticexpialidocious – scaffolding the teaching of multisyllabic words
Scaffolding the teaching of multisyllabic words – simple to complex Many teachers are focused on teaching kids how to sound out graphemes (spellings) and to blend sounds together into words. They will even be teaching kids how to manipulate phonemes […]
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The Truth About Reading Part 3, Filming gets underway
In Part 3 of this series of guest blogs by Nora Chahbazi, literacy consultant (pro bono) via the John Corcoran foundation to The Truth About Reading documentary team and Founder of EBLI, talks about the emotional impact the production of the documentary had on many […]
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The role of decodable and leveled texts
I’m a reading girl, but let’s talk math. If you were teaching long division to your students, what does that practice look like? Are you giving children 2 division, 4 multiplication, 18 addition, and 2 simplifying fraction problems (even though […]
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To script or not to script?
What do you think of when you hear the word “scripted” pop up in conversations about teaching reading? For some teachers, the associations are negative. They may think of mindless robotic lesson delivery that strips teachers of their autonomy and […]
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The Truth about Reading Part 2 – Why a literacy documentary?
In Part 2 of this series of guest blogs by Nora Chahbazi, literacy consultant (pro bono) via the John Corcoran foundation to The Truth About Reading documentary team and Founder of EBLI, looks at the reasons behind the decision to produce a […]
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Cutting Illiteracy: Decodable Books at the Barbershop
So often in the past, I have had parents sit in my reading tuition lessons observe their child, a struggling reader, learn to read. With a structured phonics program and decodable books that support it, the child begins to decode […]
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How to improve spelling: Five simple ways to improve kids’ spelling skills
Raise your hand if you’ve ever heard the phrase “some kids are just poor spellers.” I’ve got both hands and feet raised over here. Children are not destined to be poor or great spellers. All children can grow in […]
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What is the role of decodable texts?
As conversations about effective literacy instruction continue in schools and on social media, questions about the definition, use, and purpose of decodable texts inevitably arise. I’ve even heard these books described as a “battleground”. I recently watched a presentation on […]
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Why would a not-too-wealthy, not-too-poor district abandon Balanced Literacy take the plunge and embrace Systematic Phonics?
Lynbrook District in Long Island, NY is like many districts. It’s not very poor and not very rich. Most of the kids do OK. So, why have the leaders of Lynbrook district decided to take the plunge and ditch balance […]
