Reading comprehension is crucial for success in school and society but can be difficult for children initially. Decodable texts are widely believed to help by focusing on taught letter-sound relationships, aiding word decoding. Recently, a meta-analysis was conducted to examine the effectiveness of decodable texts in early reading of non-disabled learners. Findings reveal that decodable texts have a moderate impact on improving pseudoword decoding skills but only a small effect on word reading.
