What is defined as text where a high proportion of words comprise sound-symbol relationships that have already been taught?

Decodable text is specifically designed to support early readers by containing a high proportion of words that exemplify sound-symbol relationships which they have already been taught. This type of text enables students to apply their phonetic skills directly, promoting their ability to decode words independently. By encountering words that align with their knowledge of phonics, students can practice reading fluency and confidence in their decoding abilities.

This type of text is particularly effective in the early stages of reading instruction because it ensures that students can read independently without becoming overwhelmed by unfamiliar vocabulary. The experience helps to reinforce the phonics concepts they are learning and helps to build a solid foundation for further reading development.

In contrast, phonetic text might imply a focus on sounds but is not as specific to the application of previously taught sound-symbol relationships in a structured way. Transitional text usually contains a mix of high-frequency sight words and decodable patterns but includes more complex vocabulary that may not directly correlate with a student's phonics instruction. Fictional text, while enjoyable and engaging, often does not emphasize sound-symbol correspondence as its primary focus.