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Frankly Freddy Blog

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!

Bad with Names: Why Proper Names Deserve Instructional Attention

Posted by Elfrieda H. Hiebert on 28 January 2020

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.

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A Whole New World of Vocabulary Instruction

Posted by Elfrieda H. Hiebert on 21 January 2020

Words are not only a means of communicating, but a foundation of learning.

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Not All Rare Words Are Sesquipedalian!

Posted by Elfrieda H. Hiebert on 15 January 2020

A small part of the English vocabulary accounts for the majority of the words in the texts students read across the grades.

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What Does It Mean To Be A Digitally Literate Scholar?

Posted by Elfrieda H. Hiebert on 27 November 2018

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)

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A New Kind of Leveled Text: Meeting the Needs of Challenged Readers

Posted by Elfrieda H. Hiebert on 24 July 2018

Short sentences and less text don’t add up to proficient reading. But that’s exactly what the current wave of leveled texts offers.

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The Stories of Words: TextProject’s Newest Texts and Vocabulary Product

Posted by Elfrieda H.Hiebert on 9 January 2017

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.

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Interpreting Intervention Outcomes: Lexile-Based Assessments and Norm-Referenced Assessments

Posted by Elfrieda H. Hiebert on 8 April 2016

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?

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Multi-Level Text Sets: Leveling the Playing Field or Sidelining Struggling Readers?

Posted by on 18 February 2016

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?

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