Research Reports: Latest Research on Reading Education

A Comparison of the Effects of Two Phonetically Regular Text Types on Young English Learners’ Literacy

Hiebert, E.H. & Fisher, C.W. (2016). A Comparison of the Effects of Two Phonetically Regular Text Types on Young English Learners’ Literacy (Reading Research Report 16.01). Santa Cruz, CA: TextProject, Inc.

The State of the Field: Qualitative Analyses of Text Complexity

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.

Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters

Hiebert, E.H. (2011). Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters (Reading Research Report 11.02). Santa Cruz, CA: TextProject, Inc.

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

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.

Using Multiple Sources of Information in Establishing Text Complexity

Hiebert, E.H. (2011). Using Multiple Sources of Information in Establishing Text Complexity (Reading Research Report 11.03). Santa Cruz, CA: TextProject, Inc.

An Examination of Current Text Difficulty Indices with Early Reading Texts

Hiebert, E.H. & Pearson, P.D. (2010). An Examination of Current Text Difficulty Indices with Early Reading Texts (Reading Research Report 10.01). Santa Cruz, CA: TextProject, Inc.