Text Matters—a Magazine for Teachers

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Text Matters provides educators with a series of accessible articles on hot topics in reading instruction, such as the emphasis on text complexity in the Common Core State Standards. Backed by the latest reaseach, Text Matters articles highlight important background knowledge along with practical ideas for improving reading instruction.

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16 March 2018

Research Article

Text Complexity Systems: A Teacher's Toolkit

By knowing the strengths and weaknesses of a text complexity system, a teacher can better match student to text. What are the strengths and weaknesses of a specific text complexity system? When should a teacher use Guided Reading Levels to match students to text? When is it better to use Lexiles?

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3 January 2018

Article

Multi-Level Text Sets: Leveling the Playing Field or Sidelining Struggling Readers?

Several current programs promise that, at the touch of a button, teachers can precisely match texts to students’ reading proficiency. An analysis of the most popular of these programs suggests, however, that the modifications made to texts for students most in need may create obstacles to their progress in reading.

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9 January 2014

Text Matters Article

Preparing Students in Writing Responses to Open-Ended Questions

New approaches to answering test questions are needed with the new evidence-based SBAC and PARCC assessments.

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16 August 2012

Text Matters Article

7 Actions that Teachers Can Take Right Now: Text Complexity

A separate standard for text complexity in the Common Core State Standards (CCSS) means that this feature of reading development is at the center of many conversations among educators. How this standard translates into classroom instruction is less clear. Even with current texts, teachers can take some important actions to support their students on the staircase of text complexity—right now!

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16 August 2012

Text Matters Article

The Text Complexity Multi-Index

The Text Complexity Multi-Index (TCMI) is a process for matching texts with students. The process attends to all three dimensions that were recommended by the Common Core State Standards (CCSS Initiative, 2011) for selecting texts: (a) quantitative, (b) qualitative, and (c) reader-text match. Qualitative measures are of two types: comparison with a set of benchmark texts and a scheme for analyzing core traits of texts. The two types of qualitative measures mean that the TCMI process has four steps.

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16 August 2012

Text Matters Article

Readability and the Common Core’s Staircase of Text Complexity

For a long time, educators have asked questions about what makes a text complex. Why is it harder for students to read some books than others? How are we to help students select texts that will challenge them without frustrating them? What type of texts will increase their reading achievement most effectively?

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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.

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14 February 2014

Article

Essential Insights into Text Complexity and the New Assessments: Three Articles from Reading Today

A collection of Freddy's published articles in Reading Today on text complexity and the upcoming assessments.

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23 January 2014

Article

TextProject Answers: Text Complexity

Freddy Hiebert answers a collection of frequently asked questions on the topic of Text Complexity.

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6 February 2014

Research Article

Generative Vocabulary Instruction

To successfully understand complex texts, students need to be able to generate the meanings of new words, based on their knowledge about how words work in English.

Hiebert, E.H., & Pearson, P.D., (2013). Generative vocabulary instruction. ReadyGen, Pearson.

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5 February 2014

Article

TextProject Answers: Core Vocabulary

Freddy Hiebert answers a collection of frequently asked questions on the topic of Core Vocabulary.

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2 January 2013

Text Matters Article

Text Complexity and English Learners—Building Vocabulary

The Common Core State Standards (CCSS) are changing curriculum planning and classroom instruction in many ways. One significant change involves the difficulty levels of text. In the past, standards documents have referred to proficiency with grade-level texts. However, grade level was not defined. The CCSS represents a departure from this practice. Standard 10 of the CCSS specifically calls for increasing levels of text complexity across the grades to ensure students’ proficiency with the texts of college and career. This standard affects all students, but it represents a special challenge to English Learners. Many educators ask what increases in text complexity mean for English Learners, many of whom struggle with their current texts.

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16 August 2012

Text Matters Article

Unique Words Require Unique Instruction: Teaching Words in Stories and Informational Books

The Common Core State Standards include a component that has not been included in previous standards documents of either states or national organizations—a staircase of text complexity. The goal of this series of ever-accelerating text levels over students’ school careers is to ensure proficiency with the complex texts of college and the workplace on high school graduation (CCSS/ELA, 2010). One of the signatures of complex texts is the inclusion of low-frequency or rare vocabulary. That means as students take on increasingly complex text, they will need strategies for dealing with unknown words.