Summary of publications on the TExT Model.

Descriptions of Theory Underlying Model (and Analyses of Alternative Models of Text Difficulty

• Hiebert, E.H., & Fisher, C.W. (2007).  The critical word factor in texts for beginning readers. Journal of Educational Research. 101(1), 3-11.
• Hiebert, E.H., & Mesmer, H. (2005). Perspectives on the Difficulty of Beginning Reading Texts.  In S. Neuman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (Vol. 2, pp. 935-967).  NY:  Guilford.
• Hiebert, E.H. (2002). Standards, assessment, and text difficulty. In A.E. Farstrup & S.J. Samuels (Eds.). What research has to say about reading instruction (3rd Ed., pp. 337-369). Newark, DE: IRA. 
• Hiebert, E.H, & Martin, L.A. (2001).  The texts of beginning reading instruction.  In S. Newman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (pp. 361-376).  NY:  Guilford Press.  [Reprinted  in:  Ruddell, R. & Unrau, N. (Eds.) (2004).  Theoretical models and processes of reading (5^th Ed.).  Newark, DE:  IRA.]
• Hiebert, E.H. (1999).  Text matters in learning to read.  The Reading Teacher, 52, 552-568.  [Augmented with foreword in N.D. Padak et al. (Eds.), Distinguished educators on reading (pp. 453-472).  Newark, DE:  IRA.]

 Use of TExT Model to Analyze Text Demands on Beginning & Struggling Readers’ Proficiencies

• Hiebert, E.H.(2005). State reform policies and the reading task for first graders.  Elementary School Journal, 105, 245-266.
• Hiebert, E.H., & Fisher, C.W. (2005).  A review of the National Reading Panel’s studies on fluency:  On the role of text.  Elementary School Journal, 105, 443-460.
• Hiebert, E.H., Martin, L.A., & Menon, S. (2005). Are there alternatives in reading textbooks? An examination of three beginning reading programs. Reading Writing Quarterly, 21(1), 7-32.

Use of TExT Model to Select or Create Texts for Beginning Readers

• Hiebert, E.H., & Fisher, C.W. (July 2006a).  A comparison of the effects of two types of phonetically regular text on the fluency and word recognition of first-grade English learners.  Paper presented at Society for the Study of Reading, Vancouver, BC.
• Hiebert, E.H., & Fisher, C.W. (2006b).  Fluency from the first:  What works with first graders.  In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Teaching Reading Fluency (pp. 279-294).  NY: Guilford.
• Menon, S., & Hiebert, E.H.  (2005). A comparison of first-graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40, 12-38. 
• Hiebert, E.H., Brown, Z.A., Taitague, C., Fisher, C.W., & Adler, M.A. (2003).  Texts and English Language Learners:  Scaffolding entrée to reading.  In F. Boyd, C. Brock, & M. Rozendal (Eds.), Multicultural and multilingual literacy and language practices (pp. 50-73).  NY:  Guilford.

Use of TExT Model to Create Texts for Struggling Readers

• Hiebert, E.H. (2007). The Word Zone Fluency Curriculum: An Alternative Approach.  In M. Kuhn & P. Schwanenflugel  (Eds.), Fluency in the Classroom (pp. 154-170).  New York:  Guilford.
• Hiebert, E.H. (2006).  Becoming fluent:  What difference do texts make?  In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency (pp. 204-226).  Newark, DE:  IRA. 
• Hiebert, E.H. (2005). The effects of text difficulty on second graders’ fluency development.  Reading Psychology, 26, 1-27.

Extension of TExT Model to Word (Vocabulary) Zones

• Bravo, M.A., Hiebert, E.H., & P.D. Pearson (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.). Vocabulary development and its implications for reading comprehension (pp. 140-156). NY: Guilford.
• Hiebert, E.H. (2005).  In pursuit of an effective, efficient vocabulary curriculum for the elementary grades.  In E.H. Hiebert & M. Kamil (Eds.), The teaching and learning of vocabulary:  Bringing scientific research to practice (pp. 243-263). Mahwah, NJ:  LEA.