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Valencia Hiebert Afflerbach 2014 v1 Authentic Reading Assessment cover

15 April 2014

Research Article

Authentic Reading Assessment: Practices and Possibilities

Reprint of Valencia, Hiebert & Afflerbach's bestselling book.

 

 

Valencia, S.W., Hiebert, E.H., & Afflerbach, P.P., (2014). Authentic Reading Assessment: Practices and possibilities. (reprint of 1994 edition). Santa Cruz: TextProject, Inc.

2 April 2014

Presentation

The Words We Teach, The Words We Don't: An Examination of the Taught and Rare Vocabularies of Core Reading Programs

Freddy's slides from AERA's Friday, April 4th, symposium How Unique Is the Target Vocabulary of Narrative and Expository Texts in Core Reading Programs?

1 April 2014

Presentation

Assumptions About Complex Text Within the Common Core and Consequences for Struggling Readers

Freddy's slides for her Council for Exceptional Children presentation: Assumptions About Complex Text Within the Common Core and Consequences for Struggling Readers.

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28 March 2014

Research Article

Knowledge, Literacy, and the Common Core

Cervetti and Hiebert raises the concern that students need to read more informational texts to build knowledge for and through reading.

Cervetti, G.N., Hiebert. E.H., (submitted for publication). Knowledge, literacy, and the Common Core. Language Arts.

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11 March 2014

Research Article

Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010

Freddy summarizes the changes in readers and text given to beginning readers.

Hiebert, E.H. (in press). Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010. In P.D. Pearson & E.H. Hiebert (Eds.), Grounding Common Core Teaching in Proven Practices. New York, NY: Teachers College Press

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11 March 2014

Research Article

Examining Three Assumptions About Text Complexity: Standard 10 of the Common Core State Standards

In this chapter, Drs. Hiebert and Van Sluys consider three assumptions about the view of text complexity as operationalized by the CCSS. They are concerned that these assumptions, if left unexamined, could increase the achievement gap, as the standards become part of state and national policies.

Hiebert, E.H., & Van Sluys, K. (2014). Examining three assumptions about text complexity: Standard 10 of the Common Core State Standards. In K.S. Goodman, R.C. Calfee, & Y.M. Goodman (Eds.), Whose knowledge counts in government literacy policies? Why expertise matters (pp. 144-160). New York, NY: Routledge.

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11 March 2014

Research Article

What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary

In this chapter, we examine the differences between the target vocabularies of an English/language arts (ELA) program that is dominated by narrative texts and a science program with informational texts.

Hiebert, E.H., & Cervetti, G.N. (2012). What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary.  In J. Baumann and E. Kame’enui (Eds.), Vocabulary Instruction: Research to Practice (2nd Ed.).  (pp.322-344). New York, NY:  Guilford Press.

5 March 2014

Presentation

Texts that Teach

Freddy's slides for her March 5, 2014 webinar Texts that Teach.

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5 March 2014

Article

TextProject Answers: Beginning Reading

Freddy Hiebert answers a collection of frequently asked questions on the topic of Beginning Reading.

25 February 2014

Presentation

Unlocking the Knowledge in Complex Texts: Vocabulary and Reading Volume

Freddy's slides for February 17, 2014 presentation at the Educational Service Unit #13 SOAR’s 2014 Mid-Winter Conference.

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