Teaching guide for BeginningReads, FYI for Kids, SummerReads, and Talking Points for Kids texts.
A set of comprehension guides developed by Pat Cunningham for FYI for Kids texts.
Guide for tutors and teachers working with young readers, includes activities for vocabulary development, word study, and writing skills.
Comprehension guides to accompany TextProject’s SummerReads and FYI for Kids
TextProject founder and CEO Dr Elfrieda (Freddy) Hieberts joins Melissa and Lori of the Melissa and Lori Love Literacy podcast to talk about her life’s work: the importance of texts in reading instruction.
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!
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.
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 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.
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.
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.
Reading scores for the lowest-performing students have plummeted to historic lows. Misunderstandings of text complexity have contributed to this achievment gap.
Dr. Elfrieda (Freddy) Hiebert shares tips on using an AI assistant to select words from narrative text for more effective vocabulary instruction.
As we embrace AI’s strengths in educational content, we must also champion human storytelling that truly speaks to children’s hearts and minds.