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.
7 July 2014
Pre-publication of Freddy's chapter in S. Neuman & L. Gambrell's (Eds.) 2013 Quality Reading Instruction in the Age of Common Core Standards.
Hiebert, E.H. (2013). Core vocabulary and the challenge of complex text. In S. Neuman & L. Gambrell (Eds.), Quality Reading Instruction in the Age of Common Core Standards. Newark, DE: IRA.
16 March 2011
Reading Research Report
This report compares features of the words in fourth grade ELA and science texts and suggests instructional methods suitable to the vocabulary in each type of text.
Hiebert, E.H. & Cervetti, G.N. (2011). What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary (Reading Research Report 11.01). Santa Cruz, CA: TextProject, Inc.