Uncategorized Research Articles

20 November 2001

Research Article

State Reform Policies and the Task for First-Grade Readers

Hiebert, E.H. (2005). State reform policies and the task textbooks pose for first-grade readers. Elementary School Journal,105, 245-266. 

Paper was also presented at the annual meeting of the American Educational Research Association, Seattle, WA.

8 March 2007

Research Article

Text Matters in Learning to Read

Hiebert, E.H. (1999). Text matters in learning to read. The Reading Teacher, 52, 552-568. [Augmented with foreword in N.D. Padak et al. (Eds.), Distinguished educators on reading (pp. 453-472). Newark, DE: IRA.]

15 April 2001

Research Article

Standards, Assessment, and Text Difficulty

Hiebert, E.H. (2002) Standards, Assessment, and Text Difficulty. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association.

20 November 2001

Research Article

Textbooks and Model Programmes: Reading Reform in the United States

Hiebert, E.H. (2002). Textbooks and Model programmes: Reading Reform in the United States. In R. Fisher, M. Lewis, & G. Brooks (Eds.), Raising standards in literacy. (pp. 157-174) London: Falmer Press.

4 April 2002

Research Article

The Critical Word Factor in Texts for Beginning Readers: Effects on Reading Speed, Accuracy, and Comprehension

Hiebert, E.H., & Fisher, C.W. (2007). The critical word factor in texts for beginning readers. Journal of Educational Research. 101(1), 3-11. Paper was also presented at the annual meeting of the American Educational Research Association, New Orleans, LA

28 May 2002

Research Article

Text Matters in Developing Fluent Reading

This paper reports on two studies that address the function of text characteristics in the development of reading fluency. In the first study, texts used in the research on which the National Reading Panel (NRP; 2000) based its conclusions about the role of fluency in reading and its sensitivity to practice were grouped in four categories. Three of these text categories (pre-1990 basals, skill builders, and high-interest/low-vocabulary texts) used controlled vocabulary and accounted for 80% of all texts used in the studies reviewed by the NRP. When a variety of features of these controlled vocabulary texts were compared with those in current, mainstream textbook programs, the primary difference was the treatment of critical or hard words. Compared to controlled texts, current mainstream textbook programs have substantially more critical words, and approximately 70% of these critical words appear a single time.

In the second study, the findings from this analysis of NRP-reviewed fluency studies, research on the role of prior knowledge in reading, and research on metacognition were used to design texts called QuickReads. Sixty texts, five pertaining to each of six social studies and six science topics, were written. Ten of the topics (50 texts) were used in a nine-week intervention study with 446 students in grades 2, 3, and 4. The two remaining topics were used for assessment. The QuickReads intervention significantly increased reading fluency for both native English speakers and English language learners.

Hiebert, E.H. & Fisher, C.W. Text Matters in Developing Fluent Reading. An earlier version of this paper was presented at the Preconvention Institute, “Tools for Global Understanding: Fluency, Comprehension, and Content Knowledge” at the annual meeting of the International Reading Association, April 28, 2002, San Francisco, CA [Paper submitted for publication]

18 February 2003

Research Article

Are There Alternatives in Reading Textbooks? An Examination of Three Beginning Reading Programs

Hiebert, E.H., Martin, L.A. & Menon, S. (2005). Are there alternatives in reading textbooks? An examination of three beginning reading programs. Reading & Writing Quarterly 21(1), 7 – 32.

18 February 2003

Research Article

Text and English Language Learners: Scaffolding Entrée to Reading

Hiebert, E.H., Brown, Z.A., Taitague, C., Fisher, C.W. & Adler, M.A. Texts and English Language Learners: Scaffolding Entrée to Reading. To appear in F. Boyd, C. Brock, & M. Rozendal (Eds.), Multicultural and multilingual literacy and language practices. New York, NY: Guilford Publications, Inc.

5 May 2003

Research Article

A Comparison of First Graders’ Reading Acquisition with Little Books and Literature Anthologies

This study examined the effectiveness of a little book curriculum in facilitating the independent reading skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load.

Menon, S. & Hiebert, E.H. (April 2003). A Comparison of First Graders’ Reading Acquisition with Little Books and Literature Anthologies. Paper presented at the annual meeting of the American Educational Research Association, April 22, 2003 in Chicago, IL.

10 July 2003

Research Article

The Role of Text in Developing Fluency: A Comparison of Two Interventions

Hiebert, E.H. (May 14, 2003). The Role of Text in Developing Fluency: A Comparison of Two Interventions. Submitted for publication. An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, April 22, 2003 in Chicago, IL.

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30 May 2006

Research Article

Fluency from the First: What Works with First Graders

This chapter, Drs. Hiebert and Fisher review the results of a study (Hiebert & Fisher, 2004) where groups of predominantly English Language Learners were involved in repeated reading. 

Hiebert, E.H., & Fisher, C.W. (2006). Fluency from the first: What works with first graders. In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Teaching Reading Fluency: Meeting the Needs of All Readers. (pp. 279-294). New York: Guilford Press.

10 October 2006

Research Article

Engaging Students in Discussions to Promote High-Level Comprehension of Texts: Overview and a Conceptual Framework for Discussions

Paper in symposium, Engaging students in discussions to promote high-level comprehension of texts, presented at the Reading Research conference of the International Reading Association, San Antonio, April 30, 2005.

7 November 2006

Research Article

Becoming Fluent: What Difference Do Texts Make?

Hiebert, E.H. (2006). Becoming fluent: What difference do texts make? In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency. (pp. 204-226). Newark, DE: International Reading Association.

7 November 2006

Research Article

The Effects of Text Difficulty on Second Graders' Fluency Development

Hiebert, E. H., (2005). The effects of text difficulty on second graders’ fluency development. Reading Psychology, 26(2), 183-209.

7 November 2006

Research Article

Are There Alternatives in Reading Textbooks? An Examination of Three Beginning Reading Programs

Hiebert, E.H., Martin, L.A. & Menon, S. (2005). Are there alternatives in reading textbooks? An examination of three beginning reading programs. Reading & Writing Quarterly 21(1), 7 – 32.

4 December 2006

Research Article

The Word Zone Fluency Curriculum: An Alternative Approach

Hiebert, E.H. (2007). The Word Zone Fluency Curriculum: An Alternative Approach. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the Classroom (pp. 154-170). New York: Guilford.

8 March 2007

Research Article

State Reform Policies and the Reading Task for First Graders

Since the late 1980s, reading reform efforts in California and Texas have led to changes in beginning reading textbooks. This article examines the effects of these policies on the task that current (2000/2001) texts pose for beginning readers. I begin by reviewing trends in textbooks over the past 80 years and continue by identifying cognitive and linguistic dimensions of the beginning reading task. These dimensions, such as word repetition, are used to describe the beginning reading task of current and historical textbooks. Analyses showed that 41% of the unique words in current textbooks appear once in 10 consecutive texts. Further, between 1962 and 2000, the number of unique words increased substantially, whereas word repetition was curtailed. One conclusion from these data is that current entry-level first graders are expected to acquire new words at the same pace as exiting second graders.

Hiebert, E.H.(2005). State reform policies and the reading task for first graders. Elementary School Journal, 105, 245-266.

8 March 2007

Research Article

A Review of the National Reading Panel’s Studies on Fluency: On the Role of Text

Hiebert, E.H., & Fisher, C.W. (2005). A review of the National Reading Panel’s studies on fluency: On the role of text. Elementary School Journal, 105, 443-460.

8 March 2007

Research Article

A Comparison of First-Graders’ Reading with Little Books or Literature-Based Basal Anthologies

Menon, S., & Hiebert, E.H. (2005). A comparison of first-graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40, 12-38.

5 April 2007

Research Article

Perspectives on the Difficulty of Beginning Reading Texts

Hiebert, E.H., & Mesmer, H. (2005). Perspectives on the difficulty of beginning reading texts. In S. Neuman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (Vol. 2, pp. 935-967). NY: Guilford.

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10 April 2007

Research Article

Vocabulary Assessment: What We Know and What We Need to Know

Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to know. Reading Research Quarterly, 42(2), pp. 282-296.

24 April 2007

Research Article

Integrating Literacy and Science: The Research We Have, The Research We Need

Cervetti, G.N., Pearson, P. D., Barber, J., Hiebert, E.H., & Bravo, M.A. (2007). Integrating literacy and science: The research we have, the research we need. In M. Pressley, A. K. Billman, K. Perry, K. Refitt & J. Reynolds (Eds.), Shaping literacy achievement (pp. 157-174). New York: Guilford.

24 September 2007

Research Article

Repetition of Words: The Forgotten Variable in Texts

Hiebert, E.H., & Martin, L.A. (2008). Repetition of Words: The Forgotten Variable in Texts for Beginning and Struggling Readers. In E.H. Hiebert & M. Sailors (Eds.), Finding the right texts for beginning and struggling readers: Research-based solutions (pp. 47-69). NY: Guilford.

10 February 2009

Research Article

Examining the Benefits of Technology in Increasing Fluency

Trainin, G., Wilson, K.M., Hayden, E., & Erickson, J. (2009) Examining the benefits of technology in increaseing fluency. Retrieved on May 9, 2011, from http://digitalcommons.unl.edu/cehsgpirw/19/

18 March 2009

Research Article

Increasing Opportunities to Acquire Knowledge Through Reading

Cervetti, G.N., Jaynes, C.A., & Hiebert, E.H. (2009). Increasing opportunities to acquire knowledge through reading. E.H. Hiebert (Ed.), Reading more, reading better: Solving Problems in the Teaching of Literacy (pp. 79-100). NY: Guilford.

1 December 2009

Research Article

Understanding the Word-level Features of Texts for Students Who Depend on Schools to Become Literate

Hiebert, E.H. (2010). Understanding the word-level features of texts for students who depend on schools to become literate. In M.G. McKeown and L. Kucan (Eds.) Bringing Reading Research to Life, (pp. 207-231). The Guilford Press: New York, NY.

26 March 2010

Research Article

Online Scaffolds That Support Adolescents' Comprehension

A frequently asked question is whether students comprehend online text as well as printed text. The answer to this question is critical, not just to determine if resources are being used wisely, but also to establish whether students are proficient at comprehending text online—a skill that is increasingly recognized as essential for full participation in the communities and marketplace of the 21st century.

Freddy has teamed up with other members of TextProject and Apex Learning to write a paper on how online reading can support adolescent reader’s comprehension. The article is downloadable from the Apex Learning website.

Hiebert, E.H., Menon, S., Martin, L.A., and Bach, K. (2010). Online Scaffolds That Support Adolescents’ Comprehension. Apex Learning. Retrieved March 26, 2010, from http://www.apexlearning.com/Curriculum/Research.htm#scaffolds.

22 June 2010

Research Article

Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement?

The question we ask is whether socioeconomic differences in reading achievement can be reduced by programs that encourage silent reading in the summer months.

White, T.G., & Kim, J.S., (2010). Can Silent Reading in the Summer Reduce Socioeconomic Differences in Reading Achievement? In E.H. Hiebert & D. Ray Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers. (pp. 67-91). Newark, DE. IRA.

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26 August 2010

Research Article

Reading Today write up on Revisiting Silent Reading

Revisiting Silent Reading is in the August/September 2010 issue of Reading Today!

20 January 2011

Research Article

Eye Movements And Reading: What Teachers Need to Know

This chapter will explain the role of eye movements in  reading and it will also explain what teaches can do to help students who are experiencing difficulties with the eye movements that are essential to the reading process.

Samuels, S.J., Rasinski, T., & Hiebert, E.H. (2011). Eye movements and reading: What teachers need to know. In A. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction (4th Ed.; pp.25-50). Newark, DE: IRA. 

5 May 2011

Research Article

The Common Core State Standards and Text Complexity

This chapter explores the concept of text complexity and how it is addressed in the Common Core State Standards.

Hiebert, E.H. (2012).  The Common Core State Standards and text complexity.  In M. Hougen & S. Smartt (Eds.), Fundamentals of Literacy Instruction and Assessment, Pre-K–6. (pp. 111-120).  Baltimore, MD:  Paul Brookes Publishing.

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30 August 2011

Research Article

Curious George and Rosetta Stone: The Role of Texts in Supporting Automaticity in Beginning Reading

Beginning reading texts need to give young children many opportunities to apply their emerging knowledge of written words.

Hiebert, E.H. (2012).  Curious George and Rosetta Stone:  The Role of Texts in Supporting Automaticity in Beginning Reading.  In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Fluency Instruction, Second Edition: Research-Based Best Practices.  (pp.289-309) New York: Guilford Press.

22 September 2011

Research Article

Understanding the Common Core State Standards for English Language Arts

Wixson, K.K., 2011. Understanding the common core state standards for english language arts. Pearson Education, Inc.  Retrieved on September 26, 2011 from: http://commoncore.pearsoned.com/index.cfm?locator=PS11T9

7 March 2005

Research Article

Teaching and Learning Vocabulary: Bringing Research to Practice

Hiebert, E.H., & Kamil, M.L. (Eds.) (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.

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6 February 2013

Research Article

The CCSS Text Exemplars: Understanding Their Aims and Use in Text Selection

Article published in Reading Today, 30(3).

Hiebert, E.H. (2013). The CCSS Text Exemplars: Understanding Their Aims and Use in Text Selection. Reading Today, 30(3), 6-7.

3 April 2013

Research Article

Reading Comprehension Requires Knowledge—of Words and the World

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3 April 2013

Research Article

What Reading Does For The Mind

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3 April 2013

Research Article

Advancing Our Students' Language and Literacy

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23 April 2013

Research Article

Literacy Implementation Guidance for the ELA Common Core State Standards

Presentation given at the International Reading Association on April 20, 2013 as part of the IRA CCSS committee's presentation on their guidance paper.

International Reading Association Common Core State Standards (CCSS) Committee. (2012). Literacy implementation guidance for the ELA Common Core State Standards [White paper]. Retrieved from http://www.reading.org/Libraries/association-documents/ira_ccss_guidelines.pdf

6 May 2013

Research Article

Upping the Ante of Text Complexity in the Common Core State Standards:: Examining Its Potential Impact on Young Readers

In this article, we examine the theoretical and empirical support for three assumptions that underlie the acceleration of text complexity in Grades 2–3, as described in the CCSS.

Hiebert, E.H. & Mesmer, H.A.E (2013). Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young Readers. Educational Researcher, 42(1), 44-51.

16 August 2013

Research Article

Understanding the New Demands for Text Complexity in American Secondary Schools

In this pre-published chapter, Dr. Hiebert discusses how students in grades 6-12 attain text complexity.

Hiebert, E.H., (in press). Understanding the New Demands for Text Complexity in American Secondary Schools. In M.C. Hougen (Ed.),  Fundamentals of literacy instruction and assessment, 6-12. Brookes Publishing.

7 November 2013

Research Article

For the CCSS Assessments and Beyond: Develop Your Students' Stamina for Grappling with Complex Texts

In the frenzy over ensuring that classroom texts are complex enough, little attention has been paid to the contexts in which students’ reading of these complex texts will be assessed. A key distinction between assessment and instruction is what students are asked to do with texts.

Hiebert, E.H. (2013). For the CCSS Assessments and Beyond: Develop Your Students' Stamina for Grappling with Complex Texts. Reading Today, 31(2), p18-19.

7 November 2013

Research Article

The Case for Reader-Friendly Articles

Want to engage students in complex informational text? Start with an article.

Hiebert, E. H. (2013). The Case for Reader-Friendly Articles. Educational Leadership, 71(3). Retrieved November 7, 2013 from http://www.ascd.org/publications/educational_leadership/nov13/vol71/num03/The_Case_for_Reader-Friendly_Articles.aspx

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19 February 2014

Research Article

Reconciling College and Career Readiness with Lifelong Reading

This article argues that the current emphasis on college and career readiness by high school graduation fails to recognize the dynamic needs of adults in reading development across the lifespan.

Originally published as Appatova, V. & Hiebert, E. H. (2013). Reconciling college and career readiness with lifelong reading. American Reading Forum Annual Yearbook [Online]. Vol. 33.

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19 February 2014

Research Article

Stretching Elementary Students in Complex Text: Why? How? When?

Dr. Mesmer discusses the meaning of text complexity and stretched text.

To appear in E.H. Hiebert (Ed.) (March, 2014). Stamina, Silent Reading, & the Common Core State Standards. Santa Cruz, CA: TextProject.

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20 February 2014

Research Article

Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need To Know?

This paper uses a review of research to consider a fundamental aspect of reading instruction that has been marginalized in policies and practices over the last decade: the development of silent reading habits that involve strong comprehension and optimal reading rates.

Hiebert, E.H., Samuels, S.J., Rasinski, T., (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), p110-124.

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20 February 2014

Research Article

Eye Movements and Reading: What Teachers Need to Know

This chapter explains the role of eye movements in reading and also explains what teaches can do to help students who are experiencing difficulties with the eye movements that are essential to the reading process.

Samuels, S.J., Rasinski, T.V., Hiebert, E.H., (2011). Eye Movements And Reading: What Teachers Need to Know. In A. Farstrup & S.J. Samuels (Eds.), What research has to say about reading
instruction (4th Ed.). Newark, DE: IRA.

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6 June 2014

Research Article

Text Matters in Learning to Read

Hiebert, E.H., (1999). Text Matters in Learning to Read. In The Reading Teacher, 52(6), p552-566.

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10 July 2014

Research Article

Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science

This paper explores the existence of and relationship between a set of Spanish/English cognates that have the potential for assisting Spanish/English bilinguals’ experiences with science texts.

Bravo, M.A., Hiebert, E.H., & Pearson, P.D. (2006). Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.).  Vocabulary development and its implications for reading comprehension (pp.  140-156).  New York:  Guilford.

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11 July 2014

Research Article

The Relationship Between a Silent Reading Fluency Instructional Protocol on Students’ Reading Comprehension and Achievement in an Urban School Setting

The authors examine the effects of a computer-based silent reading fluency instructional system called Reading Plus on the reading comprehension and overall reading achievement of a large corpus of students in an urban school setting.

Rasinski, T., Samuels, S.J., Hiebert, E., Petscher, Y., & Feller, K. (2011). The relationship between a silent reading fluency instructional protocol on students’ reading comprehension and achievement in an urban school setting.  Reading Psychology, 34(1), 76-93.

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14 July 2014

Research Article

How Much and What Are Third Graders Reading? Reading in Core Program Classrooms

Brenner, Hiebert & Tompkins discuss the amount of time and the types of texts students spent reading in classrooms.

Brenner, D., Hiebert, E.H., & Tompkins, R., (2009). How much and what are third graders reading?  In E.H. Hiebert (Ed.), Reading more, reading better (pp. 118-140).  NY:  Guilford.