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16 July 2014
Development and application of a morphological family database in analyzing vocabulary patterns in texts, presentation at the annual meeting of the Society of the Scientific Study of Reading
14 July 2014
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.
14 July 2014
Dr. Devon Brenner designs a reading log for teachers to record their students' reading progress.
11 July 2014
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.
10 July 2014
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.
7 July 2014
Pre-publication of Freddy's chapter in S. Neuman & L. Gambrell's (Eds.) soon-to-be published Reading Research in the Age of the Common Core State Standards.
Hiebert, E.H. (in press). Core vocabulary and the challenge of complex text. In S. Neuman & L. Gambrell (Eds.), Reading Research in the Age of the Common Core State Standards. Newark, DE: IRA.
7 July 2014
This chapter develops three ideas about how the origins of English words influence reading: (a) knowing about a word’s origin helps in understanding its structure and meaning, (b) English has many words, a small number of which are used often and many of which are used rarely, and (c) the often-used words have some special features that can challenge beginning readers and English language learners (ELLs).
Hiebert, E.H. (2012). What’s important to know about words of written language. In M. Hougen & S. Smartt (Eds.), Fundamentals of Literacy Instruction and Assessment, Pre-K–6. (pp.138-149). Baltimore, MD: Paul Brookes Publishing.
4 July 2014
This chapter strives to explain the role and perspective of the newest set of standards, the CCSS, and implications for implementation.
Pearson, P.D., & Hiebert (2013). Understanding the Common Core State Standards. In L. Morrow, T. Shanahan, & K.K. Wixson (Eds.), Teaching with the Common Core State Standards for English Language Arts: What Educators Need to Know, Grades Pre-K-2 (pp. 1-21). New York, NY: Guilford Press.
26 June 2014
Slides from Freddy's presentation to the CCSSO 2014 National Conference on Assessment
24 June 2014
Freddy's slides from her presentation at the 2014 National Early Childhood Summer Institute in Salt Lake City, UT