5 March 2019
The two studies reported on in this paper examine the features of words that distinguish students’ performances on vocabulary assessments as a means of understanding what contributes to the ease or difficulty of vocabulary knowledge.
Hiebert, E.H., Scott, J.A., Castaneda, R., & Spichtig, A. (2019). An Analysis of the Features of Words That Influence Vocabulary Difficulty. Education Sciences, (9)1. Retrieved from: https://www.mdpi.com/2227-7102/9/1/8.
7 February 2017
Hiebert, E.H., Goodwin, A.P., & Cervetti, G.N., (in press). Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts. Reading Research Quarterly.
7 February 2015
This study examines, within the domain of science, the characteristics of words that predict word knowledge and word learning. The authors identified a set of word characteristics—length, part of speech, polysemy, frequency, morphological frequency, domain specificity, and concreteness—that, based on earlier research, were prime candidates to explain variation in word knowledge and word learning.
Cervetti, G.N., Hiebert, E.H., Pearson, P.D., McClung, N.A. (2015). Factors that Influence the Difficulty of Science Words. Journal of Literacy Research, 47(2), 153-185.
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.
19 December 2019
This is a version of an article that has been accepted for publication in The Reading Teacher (on November 1, 2019). Please note that this is neither the copy-edited nor published version of the article.
Hiebert, E.H. (in press). The Core Vocabulary: The Foundation of Proficient Comprehension. The Reading Teacher.