Mesmer, H. A., Hiebert, E. H., Cunningham, J. W., & Kapania, M. (2020). Does one size fit all? Exploring the contribution of text features, content, and grade of use on comprehension. Reading Psychology. 1-32

Amendum, S.J., Conradi, K., & Hiebert, E.H. (in press). Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students Reading Fluency and Comprehension. Educational Psychology Review.

Cunningham, J.W., Hiebert, E.H., & Mesmer, H.A., (2018). Investigating the validity of two widely used quantitative text tools. Reading and Writing, 31(4), p 813-833. 

Toyama, Y., Hiebert, E.H., & Pearson, P.D. (2017).  An analysis of the text complexity of leveled passages in four popular classroom reading assessments. Educational Assessment, 22(3), 193-170.

Hiebert, E.H. (2017). The texts of literacy instruction: Obstacles to or opportunities for educational equity?  Literacy Research: Theory, Method, and Practice, 66(1), 117-134. 

Mesmer, H.A.E., & Hiebert, E.H. (2015). Third graders’ reading proficiency with texts varying in complexity and length: Responses of students in an urban, high-needs schools. Journal of Literacy Research, 47(4), 473-504.

Pearson, P.D., & Hiebert, E.H. (2013). The State of the Field: Qualitative Analyses of Text Complexity. (Reading Research Report 13.01). Santa Cruz, CA: TextProject, Inc.