Our book collection at TextProject includes ebooks that are being published for the first time and also reissued classics.
Of the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge toreading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension (e.g., Anderson & Freebody, 1981; Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). Most recently, the National Reading Panel (2000) concluded that comprehension development cannot be understood without a critical examination of the role played by vocabulary knowledge. Given that students’ success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgency to providing instruction that equips students with the skills and strategies necessary for lifelong vocabulary development. The focus of this booklet, therefore, is on vocabulary instruction as a component of reading comprehension. The booklet does not attempt to address issues related to stand-alone vocabulary-building programs and strategies.
Based on five years of work in classrooms, this text approaches portfolios as tools for both instruction and assessment. Emphasis is placed on interpreting information from portfolios rather than just keeping them. Many samples of student work and discussions of what teachers can learn from this work are provided. The text is based on a social constructivist framework.
Valencia, S.W. (2018). Literacy portfolios in action. Santa Cruz, TextProject, INC.
Want to guarantee that students are learning rich vocabulary all day, everyday–and, by doing this, improving their reading and writing? In this lively, research-based book, based on successful classroom practice, the authors offer dozens of strategies, mini-lessons, units , and activities that increase students’ exposure to and appreciation of sophisticated language.
Scott, J.A., Skobel, B.J. & Wells, J., (2016). The Word-Conscious Classroom: Building the Vocabulary Readers and Writers Need. (reprint of 2008 edition) Santa Cruz: TextProject, Inc.
Most students can read, but they don’t have rigorous independent reading habits. What many students lack is stamina—the ability to persevere in reading texts on their own. Three critical aspects of the topic of stamina in silent reading are addressed by the chapters in this volume: (a) describing the problem and the construct of stamina, (b) describing evidence that stamina can be increased through intentional instruction, and (c) describing the next steps in the design of instruction and research.
Originally published in 1985 Becoming a Nation of Readers continues to be a summary of a vital era of research on reading processes and texts—the 1970s and early 1980s. On some topics such as the use of text difficulty systems for selecting and teaching texts, a substantial amount of research has not been gathered subsequently and Becoming a Nation of Readers remains a summary of critical evidence.
An electronic reprint of Early Literacy Instruction.
Hiebert, E.H. & Raphael, T.E. (2013). Early Literacy Instruction. (reprint of 1998 edition) Santa Cruz: TextProject, Inc.
Reprint of Raphael & Hiebert’s classic book.
Raphael, T.E. & Hiebert, E.H., (2013). Creating an integrated approach to literacy instruction. (reprint of 1996 edition) Santa Cruz: TextProject, Inc.
The origins of this book, in extended conversations among scholars with diverse backgrounds, befit its concern with literacy for a diverse society. In 1987, a number of new faculty members joined the School of Education, University of Colorado at Boulder and, with existing faculty, began collaborating on research and program development activities. Despite diverse backgrounds in disciplines like educational psychology, anthropology, sociolinguistics, and policy analysis, they soon saw that they shared a constructivist view of learning and a commitment to applying this perspective to the school learning of students with diverse backgrounds. Moreover, they asserted a strong commitment to studying thought, language, and participation structures in schools and the role of these structures in creating and maintaining a diverse, multicultural society. To extend this conversation, an invitational conference on Literacy for a Diverse Society was held in Boulder in April of 1989. At this conference, presentations by scholars from other institutions made it clear that a constructivist view of literacy and its importance in a diverse society was shared by many. This volume is intended to identify the common themes that arose at the conference and share them in the broader community of educators. We are especially interested in engaging other practicing teachers in this conversation, for it is in daily practice that literacy for diversity becomes reality in schools.
Hiebert, E.H. (Ed.) (2014). Literacy for a diverse society: Perspectives, practices, and policies. (reprint of 1991 edition). Santa Cruz: TextProject, Inc.
Reprint of Freddy’s 1998 book originally published by the Center fo the Improvement of Early Reading Achievement (CIERA)
Reprint of Valencia, Hiebert & Afflerbach’s bestselling book.
Valencia, S.W., Hiebert, E.H., & Afflerbach, P.P., (2014). Authentic Reading Assessment: Practices and possibilities. (reprint of 1994 edition). Santa Cruz: TextProject, Inc.
Reprint of Hiebert & Taylor’s 1994 book.
Hiebert, E.H., & Taylor, B.M., (2014). Getting Reading Right From the Start: Effective early literacy interventions. (reprint of 1994 edition). Santa Cruz: TextProject, Inc.
An amalgam of the Frankly Freddys sorted into five topics of literacy learning and instruction.
Hiebert, E.H. (2014). Frank Views on Literacy Learning and the Common Core. Santa Cruz: TextProject, Inc.
Reprint of Hiebert & Reutzel’s 2010 book.
Hiebert, E.H., & Reutzel, D.R., (2014). Revisiting Silent Reading: New Directions for Teachers and Reseachers. (reprint of 2010 edition). Santa Cruz: TextProject, Inc.
Published by PREL, A Focus on Comprehension is an introduction to the issue of comprehension in the classroom.
Lehr, F., Osborn, J., & Hiebert E. H., (2005). A focus on comprehension. Honolulu, HI: Pacific Resources for Education and Learning.
Published by PREL, A Focus on Fluency is an introduction to the issue of fluency in the classroom.
Osborn, J., Lehr, F., & Hiebert, E.H., (2003). A focus on fluency. Honolulu, HI: Pacific Resources for Education and Learning.
A Focus on Vocabulary is the second in the Research-Based Practices in Early Reading Series published by the Regional Educational Laboratory at Pacific Resources for Education and Learning.
Lehr, F., Osborn, J., & Hiebert E. H., (2004). A focus on vocabulary. Honolulu, HI: Pacific Resources for Education and Learning.
To purchase or for more information about this publication, please visit the publisher’s website.
Hiebert, E.H., & Kamil, M.L. (Eds.) (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Associates.