11 March 2014
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.
19 February 2014
The Common Core State Standards, for the first time in a standards document, addresses whether students are increasing their ability to read complex texts over their school careers.
30 August 2013
Reading Research Report
The purpose of this review is to examine the function, logic, and impact of qualitative systems, with a focus on understanding their benefits and imperfections.
Pearson, P.D., & Hiebert, E.H. (2013). The State of the Field: Qualitative Analyses of Text Complexity. (Reading Research Report 13.01). Santa Cruz, CA: TextProject, Inc.