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!

August 14, 2018

Building Background Knowledge and Reading Proficiency: One Article at a Time

Article-A-Day” is an open-access program from Readworks.org. Daily, students read an article from focused topics that ensure their development of background knowledge. Evidence shows that daily reading of an article supports students’ comprehension and engagement.

   

July 24, 2018

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

Elfrieda H. Hiebert

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

   

May 26, 2018

What Should Goals Be For Increasing Students’ Oral Reading Rates?

Elfrieda H. Hiebert

The question of how much growth to set as goals for oral reading fluency depends on the grade level and where students are in relation to grade-level patterns. But before I give my recommendations, I would like to review several critical points about oRead More »What Should Goals Be For Increasing Students’ Oral Reading Rates?

   

January 9, 2017

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

Elfrieda H.Hiebert

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.

   

April 8, 2016

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

Elfrieda H. Hiebert

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?heere

   

February 18, 2016

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

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—easy, moderate, and hard—all students should be able to engage in the same follow-up discussion after reading. NoRead More »Multi-Level Text Sets: Leveling the Playing Field or Sidelining Struggling Readers?

   

January 21, 2016

Join the “Read-an-Article-a-Day” Initiative

Elfrieda H. Hiebert

What is the “Read-an-Article-a-Day” Initiative and why is it important?

   

November 5, 2015

The Reach of Literacy Research

Freddy Hiebert

The age old debate: Quality versus quantity in the field of reading research

   

March 3, 2014

Claims about Text Complexity within the Common Core State Standards: Examining the Evidence

Elfrieda H. Hiebert

Standard 10 of the Common Core State Standards (CCSS) evaluates students’ ability to read increasingly more complex texts across the grades to ensure proficiency with texts of college and careers by high school graduation. The content of Standard 10 isRead More »Claims about Text Complexity within the Common Core State Standards: Examining the Evidence

   

October 31, 2013

Summary of Kenji Hakuta on English Language Learners and the Common Core State Standards

Elfrieda H. Hiebert

Highlights of Hakuta’s presentation in Virtual Institute on Assessment and the CCSS on TextProject’s YouTube channel.