Learn about three features of the word and world knowledge that underlie the core vocabulary of approximately 2,500 word families that account for the majority of words in texts.
Hiebert, E.H., (2020) The Core Vocabulary: The Foundation of Proficient Comprehension. The Reading Teacher, 73(6), pp. 757-768.
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.
Hiebert, E.H., Goodwin, A.P., & Cervetti, G.N., (in press). Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts. Reading Research Quarterly.
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.
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.
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.
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.