Why Every Minute of Reading Matters
When it comes to silent reading, volume matters. Even ten additional minutes for silent reading per day can shape whether students develop the automatic, flexible reading skills they need for lifelong learning.
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Webinar: Using AI to Select, Teach, and Assess Word Knowledge
Join TextProject CEO Freddy Hiebert on August 12 at 5:00 p.m. ET for a live webinar exploring how AI can enhance word selection, teaching strategies, and assessment practices. You will gain practical insights you can apply right away!
The Power of Text Sets: Freddy Talks with the Melissa & Lori Love Literacy Podcast
Freddy shares her expertise on understanding text features and the vital role of repetition in vocabulary acquisition. The conversation highlights how background knowledge supports comprehension and the thoughtful development of decodable texts to support early readers
Freddy joins host Lindsay Persohn on a new episode of Classroom Caffeine podcast!
TextProject founder and CEO Dr. Elfrieda “Freddy” Hiebert joins Lindsay Persohn of the podcast Classroom Caffeine to discuss language, learning to read, and authentic interactions… Read More »Freddy joins host Lindsay Persohn on a new episode of Classroom Caffeine podcast!
New podcast: Linking Automaticity, Vocabulary, and Text With Dr.Freddy Hiebert
Jake Downs, host of the Talking Literacy podcast, welcomes guest Dr. Freddy Hiebert, a renowned literacy researcher and CEO/Founder of TextProject. The conversation covers topics such as the importance of automaticity, the core vocabulary, reading volume, and shifts in text complexity over the decades.
Unpacking automaticity: Scaffolded texts and comprehension
In this review, Freddy Hiebert examines the standard intervention for secondary students lacking automaticity—repeated oral reading—and the limited evidence for its impact on silent reading comprehension. She then presents an alternative approach using texts where the core 2,500 most frequent word families in written language comprise the majority of content.
The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres: How Rare Words Increase the Challenge of Reading and What We Can Do About It
The authors examined a set of rare words from narrative and expository texts aimed at Grades 1, 3, and 5. The purpose of the study was to determine the proportions of rare words that occurred across grade levels and genres, as well as to examine the features of rare words that occurred in these elementary texts.
Text types and their relation to efficacy in beginning reading interventions: The effects of decodable and non-decodable texts in early reading instruction
Supporting early readers means not only selecting texts at an appropriate level but also selecting texts of the appropriate text type. While necessary, decodable texts may not be sufficient for the full development of reading skills. Texts without phonetic control—non-decodable texts—may also provide a benefit.
Making sure the books check every box: Preservice teachers learning to select texts for reading instruction
To be prepared to teach reading, teachers must learn what makes a text complex: how text features contribute to text complexity. They must also learn how to locate and select appropriate texts for various pedagogies and know how to differentiate based on individual readers’ needs and interests.
How Misunderstandings of Text Complexity May Have Widened the Achievement Gap
Reading scores for the lowest-performing students have plummeted to historic lows. Misunderstandings of text complexity have contributed to this achievment gap.