Featured Post
The Complexity That Counts: How Word Support Makes Demanding Text Comprehensible
August 25, 2026
Previously, I have suggested that the decline in reading scores might be traced, in part, to mandates requiring students to read primarily complex texts, whether or not they could read them independently. Now my name is on a study reporting that children who read the complex texts came out ahead. This apparent contradiction is resolved by understanding that a.) complexity is not one thing; and b.) word support is crucial.
Back to School Book Giveway
August 21, 2026
TextProject celebrates back to school season with a giveaway of 3 beloved read-alouds featuring stories of new beginnings. For Grades K-1 The Day You Begin by Jacqueline Woodson, illustrated by E.B. Lewis. There will be times when you walk into a roomRead More »Back to School Book Giveway
For the Love of Literacy Podcast: Freddy Shares Insights on Supporting Reading Automaticity
June 17, 2026
Freddy joins hosts Bruce Hallett and David Ray on the podcast For the Love of Literacy to discuss how we can guide students to reading fluency with intentional, scaffolded texts and networks of words rather than vocabulary lists.
Beyond Reading “Level”: How Small Differences in Vocabulary Demands Affect Reading Success
May 28, 2026
Two new studies suggest an important shift in thinking about beginning reading instruction. “Reading level” alone does not tell us enough about how difficult a text will be for students. The familiarity, frequency, and spelling patterns matter greatly.
Presenting Multisyllabic Strategies for Adolescent Readers
April 28, 2026
As students move into middle and high school, challenges with multisyllabic words come to the fore. Freddy asks how corpus linguistics could pinpoint the multisyllabic words most worth teaching.
Knowing Word Parts Isn’t the Same as Knowing Words
April 7, 2026
Morphology teaching frequently stops at the pieces — students drill prefixes and suffixes in isolation, fill in charts, match roots to definitions — without ever encountering those element in real texts. What learners also need is sustained engagement with texts where morphologically rich vocabulary appears in context. It’s the combination — explicit guidance and meaningful reading — that lets students move from recognizing pieces to actually using the system.
Middle Schoolers Deserve Stories, Not Worksheets
March 24, 2026
Middle schoolers don’t need more scaffolding and exercises. They need stories that treat them as the thinking, feeling, aware human beings they actually are.
Guest Post: Motivation Isn’t About Lowering the Bar
March 23, 2026
In our efforts to motivate students to engage in reading instruction–– particularly in middle and high school–– we’ve often responded by trying to make reading feel easier. These instincts are rooted in good intentions, but are our efforts unintentionally undermining our students’ opportunities for success?
Climbing the Staircase of Automaticity: Why Volume and Design Matter in Adolescent Reading
March 11, 2026
Automaticity is built through volume. But volume alone is not enough. Volume must be designed. At TextProject, we have built a coherent Staircase of Automaticity in Reading.
Not Zero: Why Adolescent Reading Interventions Should Start Where Students Are
March 10, 2026
Too many reading interventions send adolescents back to the beginning—as if a thirteen- or seventeen-year-old were encountering print for the first time. But adolescent readers who score below Proficient are not at zero. When we begin where students actually are, we align practice with theory—and give adolescents the forward momentum they deserve.
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