Pugh, Alia, Kearns, Devin M., Hiebert, Elfrieda H. (2023). Text Types and Their Relation to Efficacy in Beginning Reading Interventions. Reading Research Quarterly

Hiebert, E.H., & Tortorelli, L. (2022). The role of word-, sentence-, and text-level variables in predicting guided reading levels of kindergarten and first-grade texts. The Elementary School Journal, 122(4), 557-590.

Hiebert, E.H. (2022). When students perform at the below basic level on the NAEP: What does it mean and what can educators do?The Reading Teacher, 75(5), 631-639.

Kearns, D., & Hiebert, E.H. (2022). The word complexity of primary-level texts: Differences between first and third grade in widely used curricula. Reading Research Quarterly, 57(1), 255-285.

Hiebert, E. H., Toyama, Y., & Irey, R. (2020). Features of known and unknown words for first graders of different proficiency levels in winter and spring. Education Sciences, 10(12), 389.

Hiebert, E.H. (2015).Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010. Journal of Education, 195(3), 1-14.

Hiebert, E.H. & Fisher, C.W. (2016). A Comparison of the Effects of Two Phonetically Regular Text Types on Young English Learners’ Literacy (Reading Research Report 16.01). Santa Cruz, CA: TextProject, Inc.

Murray, M.S., Munger, K.A., & Hiebert, E.H. An Analysis of Two Reading Intervention Programs. Elementary School Journal, 114(4), 479-500.