Text Elements by Task (TExT) Model
Summary of publications on the TExT Model.
Descriptions of Theory Underlying Model (and Analyses of Alternative Models of Text Difficulty
- Hiebert, E.H., & Fisher, C.W. (2007). The critical word factor in texts for beginning readers. Journal of Educational Research. 101(1), 3-11.
- Hiebert, E.H., & Mesmer, H. (2005). Perspectives on the Difficulty of Beginning Reading Texts. In S. Neuman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (Vol. 2, pp. 935-967). NY: Guilford.
- Hiebert, E.H. (2002). Standards, assessment, and text difficulty. In A.E. Farstrup & S.J. Samuels (Eds.). What research has to say about reading instruction (3rd Ed., pp. 337-369). Newark, DE: IRA.
- Hiebert, E.H, & Martin, L.A. (2001). The texts of beginning reading instruction. In S. Newman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (pp. 361-376). NY: Guilford Press. [Reprinted in: Ruddell, R. & Unrau, N. (Eds.) (2004). Theoretical models and processes of reading (5th Ed.). Newark, DE: IRA.]
- Hiebert, E.H. (1999). Text matters in learning to read. The Reading Teacher, 52, 552-568. [Augmented with foreword in N.D. Padak et al. (Eds.), Distinguished educators on reading (pp. 453-472). Newark, DE: IRA.]
Use of TExT Model to Analyze Text Demands on Beginning & Struggling Readers’ Proficiencies
- Hiebert, E.H.(2005). State reform policies and the reading task for first graders. Elementary School Journal, 105, 245-266.
- Hiebert, E.H., & Fisher, C.W. (2005). A review of the National Reading Panel’s studies on fluency: On the role of text. Elementary School Journal, 105, 443-460.
- Hiebert, E.H., Martin, L.A., & Menon, S. (2005). Are there alternatives in reading textbooks? An examination of three beginning reading programs. Reading Writing Quarterly, 21(1), 7-32.
Use of TExT Model to Select or Create Texts for Beginning Readers
- Hiebert, E.H., & Fisher, C.W. (July 2006a). A comparison of the effects of two types of phonetically regular text on the fluency and word recognition of first-grade English learners. Paper presented at Society for the Study of Reading, Vancouver, BC.
- Hiebert, E.H., & Fisher, C.W. (2006b). Fluency from the first: What works with first graders. In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Teaching Reading Fluency (pp. 279-294). NY: Guilford.
- Menon, S., & Hiebert, E.H. (2005). A comparison of first-graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40, 12-38.
- Hiebert, E.H., Brown, Z.A., Taitague, C., Fisher, C.W., & Adler, M.A. (2003). Texts and English Language Learners: Scaffolding entrée to reading. In F. Boyd, C. Brock, & M. Rozendal (Eds.), Multicultural and multilingual literacy and language practices (pp. 50-73). NY: Guilford.
Use of TExT Model to Create Texts for Struggling Readers
- Hiebert, E.H. (2007). The Word Zone Fluency Curriculum: An Alternative Approach. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the Classroom (pp. 154-170). New York: Guilford.
- Hiebert, E.H. (2006). Becoming fluent: What difference do texts make? In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency (pp. 204-226). Newark, DE: IRA.
- Hiebert, E.H. (2005). The effects of text difficulty on second graders’ fluency development. Reading Psychology, 26, 1-27.
Extension of TExT Model to Word (Vocabulary) Zones
- Bravo, M.A., Hiebert, E.H., & P.D. Pearson (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.). Vocabulary development and its implications for reading comprehension (pp. 140-156). NY: Guilford.
- Hiebert, E.H. (2005). In pursuit of an effective, efficient vocabulary curriculum for the elementary grades. In E.H. Hiebert & M. Kamil (Eds.), The teaching and learning of vocabulary: Bringing scientific research to practice (pp. 243-263). Mahwah, NJ: LEA.