TextProject president and CEO Elfrieda H. (Freddy) Hiebert blogs about important issues in reading research and practice.
Bad with Names: Why Proper Names Deserve Instructional Attention
January 28, 2020
Rare words typically make up only 5% or less of the total words in texts, but it’s often these words that get students anxious about reading.
A Whole New World of Vocabulary Instruction
January 21, 2020
Words are not only a means of communicating, but a foundation of learning.
Not All Rare Words Are Sesquipedalian!
January 15, 2020
A small part of the English vocabulary accounts for the majority of the words in the texts students read across the grades – but some of the words may surprise you.
What Does It Mean To Be A Digitally Literate Scholar?
November 27, 2018
Some thoughts for Literacy Research Association session: Opening up the ivory tower: Examining the elements of open, digitally engaged scholarship (November 28, 2018, Indian Wells, CA)
A New Kind of Leveled Text: Meeting the Needs of Challenged Readers
July 24, 2018
Short sentences and less text don’t add up to proficient reading. But that’s exactly what the current wave of leveled texts offers.
What Should Goals Be For Increasing Students’ Oral Reading Rates?
May 26, 2018
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?
The Stories of Words: TextProject’s Newest Texts and Vocabulary Product
January 9, 2017
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.
Interpreting Intervention Outcomes: Lexile-Based Assessments and Norm-Referenced Assessments
April 8, 2016
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
Join the “Read-an-Article-a-Day” Initiative
January 21, 2016
What is the “Read-an-Article-a-Day” Initiative and why is it important?
The Reach of Literacy Research
November 5, 2015
The age old debate: Quality versus quantity in the field of reading research