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.
Freddy summarizes the changes in readers and text given to beginning readers.
Hiebert, E.H., Martin, L.A. (2015). Changes in the Texts of Reading Instruction During the Past 50 Years. In P.D. Pearson & E.H. Hiebert (Eds.), Research-Based Practices for Teaching Common Core Literacy. New York, NY: Teachers College Press.
Murray, M.S., Munger, K.A., Hiebert, E.H., (earlier version of 2014 publication). An Analysis of Two Reading Intervention Programs: How do the Words, Texts, and Programs Compare? Elementary School Journal, 114(4), p479-500.
This report examines the difficulty of early reading texts over the years as measured by today's prevailing indices.
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.
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring.
Hiebert, E. H., Toyama, Y., & Irey, R. (2020). Features of known and unknown words for first graders of different proficiency levels in winter and spring. Education Sciences, 10(12), 389.