Generally, decodable text is used in programs that have a strong phonics emphasis. Whole-language and whole word methods of instruction generally use stories with familiar high-frequency words arranged in predictable and repetitive patterns.
In the United States, certain states dictate that a very high percentage of the words in the earliest texts be decodable according to letter–sound correspondences that children have been taught. Advocates argue that this kind of text enables students to practice the phonics skills they have been taught. Critics argue that this kind of text is stilted and unnatural.