TextProject president and CEO Elfrieda H. (Freddy) Hiebert blogs about important issues in reading research and practice.
Frankly Freddy entries (published from 2005 to 2014) have been sorted into five topics of literacy learning and instruction. Click here to download the ebook!
Rare words typically make up only 5% or less of the total words in texts but it’s often the rare words that get students anxious about reading.
Words are not only a means of communicating, but a foundation of learning.
A small part of the English vocabulary accounts for the majority of the words in the texts students read across the grades.
Some thoughts for Literacy Research Association session: Opening up the ivory tower: Examining the elements of open, digitally engaged scholarship (November 28, 2018, Indian Wells, CA)
Short sentences and less text don’t add up to proficient reading. But that’s exactly what the current wave of leveled texts offers.
The texts in the Stories of Words series provide a great opportunity for students to expand their vocabularies, increase their background knowledge, and develop facility with the core vocabulary of written English.
Are the results from Lexile-based assessments and Group Reading Assessment and Diagnostic Evaluation (GRADE) comparable? For educators, how do the results from Lexile-based and norm-referenced assessments relate to the results of summative, end-of-the-year, state-mandated assessments?
It’s a compelling idea—a set of texts on the same topic but with different text complexity levels. With a range of texts on the same topic all students should be able to engage in the same follow-up discussion after reading. And, if the texts are provided on the computer—even better! It’s a teacher’s dream come true! Right?