Beginning Readers: Instruction & Texts

Text Types and Their Relation to Efficacy in Beginning Reading Interventions

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

The role of word-, sentence-, and text-level variables in predicting guided reading levels of kindergarten and first-grade texts

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.

When students perform at the below basic level on the NAEP: What does it mean and what can educators do?

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.

The word complexity of primary-level texts: Differences between first and third grade in widely used curricula

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.

Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring

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.

Changing Readers, Changing Texts: Beginning Reading Texts from 1960 to 2010

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

A Comparison of the Effects of Two Phonetically Regular Text Types on Young English Learners’ Literacy

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.

An Analysis of Two Reading Intervention Programs

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

The Critical Word Factor in Texts for Beginning Readers

Hiebert, E.H., & Fisher, C.W. (2007). The critical word factor in texts for beginning readers. Journal of Educational Research. 101(1), 3-11.

For access to articles and reports published by TextProject’s founder, Elfrieda(Freddy) H. Hiebert, prior to 2010, visit: