Phonics-aligned readers with built-in oral language and vocabulary support: Designed to be read to, with or by beginner, low-progress or EAL (English as an Additional Language) learners.
The Co-Readables Supported Reading Approach is aligned with a structured phonics progression while combining decodable text with richer language and vocabulary sections.
To achieve this, the text appears in two colours with the blue text identifying the section read by the independent reader and black text for the beginner, low-progress or EAL learner.
Modelled fluent reading by the independent reader, supports the reading development of the beginner reader while exposing them to rich text, perfect for comprehension practise and vocabulary building.
Designed with a clear instructional focus, the primary purpose of decodable readers is to support early decoding by giving students opportunities to apply taught grapheme–phoneme correspondences in connected text.
Co-Readables extend this learning by providing an opportunity to practise decoding skills while supporting comprehension, oral language, and vocabulary development.
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Phonics instruction follows a planned progression.
Each book includes a phonics focus along with opportunities to consolidate previously taught letter-sound correspondences and high frequency word knowledge.
Each book includes activities to be included before and after reading such as letter-sound correspondence and blending practise along with learning experiences designed to build vocabulary, sequencing and comprehension skills.
Each lesson builds on prior learning.
This is achieved through revision, review, and practise of previously taught letter–sound correspondences and word-reading skills, providing opportunities to refresh, reinforce or reteach.
Decodable text matches the phonics focus of the book.
Consistent and predictable layout and structure across all books in the series.
The Early Learning Press Co-Readable series comprises four sequential readers, each explicitly aligned to a cumulative phonics progression. At each level, new letter-sound correspondences and high frequency word lists are introduced and reinforced through targeted learning experiences.
Students engage with decodable text alongside opportunities for supported modelled reading, enabling them to practise fluent and accurate decoding. The more complex text, read by the independent reader, allows for a more complex storyline and richer vocabulary to be included compared to a traditional early decodable reader providing greater opportunities for vocabulary and comprehension skill development.
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Co-Readable worksheets to help your budding reader.
