Elfrieda H Hiebert
Dados Biográficos
| ID | 5180347 |
|---|---|
| NOME | Elfrieda H Hiebert |
| PRENOMES | Elfrieda H |
| SOBRENOME | Hiebert |
| ASSINATURA | HIEBERT E H |
| AFILIAÇÕES | TextProject, Santa Cruz, CA 95060, USA |
| ORCID | 0000-0002-2864-7549 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 120 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1978 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
The role of text vocabulary in word recognition, reading rate, and comprehension of first-grade students
Promoting Reading Accuracy and Fluency Outcomes With Complex Texts
This study examined whether third‐grade readers identified for intervention could achieve better outcomes with challenging, content‐rich texts supported by explicit multisyllabic word instruction compared to a more traditional intervention. Using a matched‐sample quasi‐experimental design, 110 third‐grade students scoring below the 40th percentile on reading assessments were assigned to either the Read Like Us intervention ( n = 55) or an active …
Flattening the Developmental Staircase
This study examined lexical complexity patterns in elementary reading textbooks across four pivotal decades (1957, 1974, 1995, 2014) to understand how educational reforms have influenced developmental progressions in reading materials. The study analyzed a corpus of 320,000 words from one continuously published core reading program across grades 1–4 for four copyrights. The corpus consisted of a 20,000-word sample for each grade and year, analyze…
Unpacking automaticity
Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresse…
The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres
This study analyzed the prevalence and characteristics of low-frequency and rare words, together described as rarer words, in elementary-level texts, examining both narrative and expository materials to assess their vocabulary demands. By mapping the nature of shifts in rarer words across grade levels and text types, this research aimed to better understand the lexical challenges students face as they progress as readers. Analyzing a corpus of 30…
Thinking through research and the science of reading
The science of reading has captured the attention of educators, policy makers, and the public. Elfrieda H. Hiebert recounts some of what she’s learned from her recent exploration of the topic. She has found that research evidence tends to fall into three categories: research that provides unequivocal conclusions, research that holds promise for solving enduring problems, and research that calls into question long-standing assumptions. When it com…
Text Types and Their Relation to Efficacy in Beginning Reading Interventions
Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: decodable texts (words limited to taught patterns), nondecodable texts (those not limited by instruction), or both . We analyzed the effects of reading intervention for elementary‐age students with reading difficulty ( k = 119) to determine whether effects varied by the type of texts …
What does research say about the texts we use in elementary school
Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elementary classrooms – text complexity, text type (narrative versus informational), text format (paper versus screen), and diversity of people presented in the text. They review recent research on each o…
The Word Complexity of Primary‐Level Texts
The Common Core State Standards emphasize the need for U.S. students to read complex texts. As a result, the level of word complexity for primary‐level texts is important, particularly the dimensions of and changes in complexity between first grade and the important third‐grade high‐stakes testing year. In this study, we addressed word complexity in these grades by examining its dimensions and differences in the texts in three widely used U.S. re…
Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades
The purpose of the present study was to examine possible shifts in the presence of academic vocabulary across the past six decades for a continually best‐selling first‐grade core reading program. The authors examined seven program years dating from 1962 to 2013 and computationally determined four categories of academic vocabulary (science, mathematics, social studies, and general academic) in each program. The primary research question was, Did t…
Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four groups (very high, high, middle, and low) based on their median correct words per minute in spring. Each word in the assessment was coded on 11 features: numbers of phonemes, letters, syllables, blends…
Core Vocabulary
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
The Decline of Comprehension‐Based Silent Reading Efficiency in the United States
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension …
Upping the Ante of Text Complexity in the Common Core State Standards
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks…
Toward a Theoretical Model of Text Complexity for the Early Grades
In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word‐level, syntax‐level, and discourse‐level features of text, posing questions for future research. In the fourth section, we address elements of text treatments—the collection of texts with which beginning readers will interact longitudinally over t…
An Analysis of English–Spanish Cognates as a Source of General Academic Language
Three analyses of Spanish–English cognates were conducted, with the purpose of identifying features that might facilitate or inhibit bilingual students' cognate recognition and cross-language transfer of vocabulary knowledge. Results revealed that both the General Service List and the Academic Word List (AWL) contain a substantial number of English–Spanish cognates, a high percentage of which can be categorized by 1 of 20 cognate patterns. Orthog…
National Reports in Literacy
The authors examine the National Early Literacy Panel (NELP; 2008) report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development. While acknowledging the care and precision that characterized the work, the authors of this response raise concerns about t…
Vocabulary assessment
The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that “vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects—that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptua…
A comparison of first graders' reading with little books or literature-based basal anthologies
This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book intervention was conducted in four first-grade classrooms of an inner-city school in a large urban district. Two…
Revisiting the Question
Reading Recovery in the United States
Reading Recovery, a program in which teachers tutor first graders, has been implemented extensively in the United States over the past decade. This review summarizes seven aspects of the available data from Reading Recovery in the United States: (a) nature of the reading tasks, (b) characteristics of tutees, (c) student accomplishments as first graders, (d) maintenance of student accomplishments through Grade 4, (e) student-teacher ratio, (f) cos…
In Search of the Meaning of Literacy
Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program
Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students’ literacy. Three perspectives on students’ end-of-the-year reading and writing performances showed that (a) the majority of project students could read a primer text or higher fluently; (b) students in the restructured Chapter 1 program had significantly higher performances than students i…
The emergent literacy construct and kindergarten and readiness books of basal reading series
An Examination of Ability Grouping for Reading Instruction
MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups. The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provid…
Vocabulary assessment
The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that “vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects—that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptua…
Upping the Ante of Text Complexity in the Common Core State Standards
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks…
Reading Recovery in the United States
Reading Recovery, a program in which teachers tutor first graders, has been implemented extensively in the United States over the past decade. This review summarizes seven aspects of the available data from Reading Recovery in the United States: (a) nature of the reading tasks, (b) characteristics of tutees, (c) student accomplishments as first graders, (d) maintenance of student accomplishments through Grade 4, (e) student-teacher ratio, (f) cos…
National Reports in Literacy
The authors examine the National Early Literacy Panel (NELP; 2008) report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development. While acknowledging the care and precision that characterized the work, the authors of this response raise concerns about t…
An Examination of Ability Grouping for Reading Instruction
MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups. The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provid…
An Analysis of English–Spanish Cognates as a Source of General Academic Language
Three analyses of Spanish–English cognates were conducted, with the purpose of identifying features that might facilitate or inhibit bilingual students' cognate recognition and cross-language transfer of vocabulary knowledge. Results revealed that both the General Service List and the Academic Word List (AWL) contain a substantial number of English–Spanish cognates, a high percentage of which can be categorized by 1 of 20 cognate patterns. Orthog…
Toward a Theoretical Model of Text Complexity for the Early Grades
In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word‐level, syntax‐level, and discourse‐level features of text, posing questions for future research. In the fourth section, we address elements of text treatments—the collection of texts with which beginning readers will interact longitudinally over t…
Core Vocabulary
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program
Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students’ literacy. Three perspectives on students’ end-of-the-year reading and writing performances showed that (a) the majority of project students could read a primer text or higher fluently; (b) students in the restructured Chapter 1 program had significantly higher performances than students i…
Developmental Patterns and Interrelationships of Preschool Children's Print Awareness
THE PURPOSE OF THIS STUDY was to examine patterns and interrelationships in the development of print awareness over the preschool years. Preschool children, ages three, four, and five years, were tested on three conventional reading readiness measures (letter naming, visual discrimination, and auditory discrimination) and two concept of reading measures (knowledge about the processes involved in using print and knowledge about the purposes of pri…
A comparison of first graders' reading with little books or literature-based basal anthologies
This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book intervention was conducted in four first-grade classrooms of an inner-city school in a large urban district. Two…
The Decline of Comprehension‐Based Silent Reading Efficiency in the United States
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension …
The Word Complexity of Primary‐Level Texts
The Common Core State Standards emphasize the need for U.S. students to read complex texts. As a result, the level of word complexity for primary‐level texts is important, particularly the dimensions of and changes in complexity between first grade and the important third‐grade high‐stakes testing year. In this study, we addressed word complexity in these grades by examining its dimensions and differences in the texts in three widely used U.S. re…
University productivity rankings
Developmental Patterns and Interrelationships of Preschool Children's Print Awareness
THE PURPOSE OF THIS STUDY was to examine patterns and interrelationships in the development of print awareness over the preschool years. Preschool children, ages three, four, and five years, were tested on three conventional reading readiness measures (letter naming, visual discrimination, and auditory discrimination) and two concept of reading measures (knowledge about the processes involved in using print and knowledge about the purposes of pri…
An Examination of Ability Grouping for Reading Instruction
MANY SCHOOL CHILDREN'S reading experiences occur almost exclusively within the context of homogeneous ability groups. The intent of this paper was to review what is known about the nature of processes within reading groups of different ability levels and the effects of these processes on children's reading development. A process-product model of classroom learning that emphasizes the instructional and social dimensions of learning contexts provid…
The emergent literacy construct and kindergarten and readiness books of basal reading series
Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program
Studies that demonstrate effective Chapter 1 programs have been few. This project examined the effects of focused Chapter 1 instruction on first-grade students’ literacy. Three perspectives on students’ end-of-the-year reading and writing performances showed that (a) the majority of project students could read a primer text or higher fluently; (b) students in the restructured Chapter 1 program had significantly higher performances than students i…
In Search of the Meaning of Literacy
Reading Recovery in the United States
Reading Recovery, a program in which teachers tutor first graders, has been implemented extensively in the United States over the past decade. This review summarizes seven aspects of the available data from Reading Recovery in the United States: (a) nature of the reading tasks, (b) characteristics of tutees, (c) student accomplishments as first graders, (d) maintenance of student accomplishments through Grade 4, (e) student-teacher ratio, (f) cos…
Revisiting the Question
A comparison of first graders' reading with little books or literature-based basal anthologies
This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book intervention was conducted in four first-grade classrooms of an inner-city school in a large urban district. Two…
Vocabulary assessment
The authors assert that, in order to teach vocabulary more effectively and better understand its relation to comprehension, we need first to address how vocabulary knowledge and growth are assessed. They argue that “vocabularly assessment is grossly undernourished, both in its theoretical and practical aspects—that it has been driven by tradition, convenience, psychometric standards, and a quest for economy of effort rather than a clear conceptua…
National Reports in Literacy
The authors examine the National Early Literacy Panel (NELP; 2008) report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development. While acknowledging the care and precision that characterized the work, the authors of this response raise concerns about t…
An Analysis of English–Spanish Cognates as a Source of General Academic Language
Three analyses of Spanish–English cognates were conducted, with the purpose of identifying features that might facilitate or inhibit bilingual students' cognate recognition and cross-language transfer of vocabulary knowledge. Results revealed that both the General Service List and the Academic Word List (AWL) contain a substantial number of English–Spanish cognates, a high percentage of which can be categorized by 1 of 20 cognate patterns. Orthog…
Toward a Theoretical Model of Text Complexity for the Early Grades
In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word‐level, syntax‐level, and discourse‐level features of text, posing questions for future research. In the fourth section, we address elements of text treatments—the collection of texts with which beginning readers will interact longitudinally over t…
Upping the Ante of Text Complexity in the Common Core State Standards
The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks…
The Decline of Comprehension‐Based Silent Reading Efficiency in the United States
The present study measured the comprehension-based silent reading efficiency of U.S. students in grades 2, 4, 6, 8, 10, and 12. Students read standardized grade-level passages while an eye movement recording system was used to measure reading rate, fixations (eye stops) per word, fixation durations, and regressions (right-to-left eye movements) per word. Eye movement recordings were regarded as valid only if students demonstrated a comprehension …
Core Vocabulary
This study addresses the distribution of words in texts at different points of schooling. The first aim was to identify a core vocabulary that accounts for the majority of the words in texts through the lens of morphological families. Results showed that 2,451 morphological families, averaging 4.61 members, make up the core vocabulary of school texts. The 11,298 words in the 2,451 morphological families account for 58% of the approximately 19,500…
Features of Known and Unknown Words for First Graders of Different Proficiency Levels in Winter and Spring
This study describes the features of words known and unknown by first graders of different proficiency levels in six instances of an oral reading fluency assessment: three in winter and three in spring. A sample of 411 students was placed into four groups (very high, high, middle, and low) based on their median correct words per minute in spring. Each word in the assessment was coded on 11 features: numbers of phonemes, letters, syllables, blends…
Has the Presence of First‐Grade Core Reading Program Academic Vocabulary Changed Across Six Decades
The purpose of the present study was to examine possible shifts in the presence of academic vocabulary across the past six decades for a continually best‐selling first‐grade core reading program. The authors examined seven program years dating from 1962 to 2013 and computationally determined four categories of academic vocabulary (science, mathematics, social studies, and general academic) in each program. The primary research question was, Did t…
What does research say about the texts we use in elementary school
Much of the attention given to literacy, of late, has focused on ensuring that students can read, without consideration to what they are given to read. Kristin Conradi Smith & Elfrieda H. Hiebert discuss four general aspects of the texts used in elementary classrooms – text complexity, text type (narrative versus informational), text format (paper versus screen), and diversity of people presented in the text. They review recent research on each o…
The Word Complexity of Primary‐Level Texts
The Common Core State Standards emphasize the need for U.S. students to read complex texts. As a result, the level of word complexity for primary‐level texts is important, particularly the dimensions of and changes in complexity between first grade and the important third‐grade high‐stakes testing year. In this study, we addressed word complexity in these grades by examining its dimensions and differences in the texts in three widely used U.S. re…
Thinking through research and the science of reading
The science of reading has captured the attention of educators, policy makers, and the public. Elfrieda H. Hiebert recounts some of what she’s learned from her recent exploration of the topic. She has found that research evidence tends to fall into three categories: research that provides unequivocal conclusions, research that holds promise for solving enduring problems, and research that calls into question long-standing assumptions. When it com…
Text Types and Their Relation to Efficacy in Beginning Reading Interventions
Researchers disagree about the value of controlling the decodability of texts for students with reading difficulty, specifically what type of text they should read: decodable texts (words limited to taught patterns), nondecodable texts (those not limited by instruction), or both . We analyzed the effects of reading intervention for elementary‐age students with reading difficulty ( k = 119) to determine whether effects varied by the type of texts …
The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres
This study analyzed the prevalence and characteristics of low-frequency and rare words, together described as rarer words, in elementary-level texts, examining both narrative and expository materials to assess their vocabulary demands. By mapping the nature of shifts in rarer words across grade levels and text types, this research aimed to better understand the lexical challenges students face as they progress as readers. Analyzing a corpus of 30…
Flattening the Developmental Staircase
This study examined lexical complexity patterns in elementary reading textbooks across four pivotal decades (1957, 1974, 1995, 2014) to understand how educational reforms have influenced developmental progressions in reading materials. The study analyzed a corpus of 320,000 words from one continuously published core reading program across grades 1–4 for four copyrights. The corpus consisted of a 20,000-word sample for each grade and year, analyze…
Unpacking automaticity
Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresse…
Psychology (24 obras) · Reading and Literacy Development (24 obras) · Linguistics (18 obras) · Mathematics education (16 obras) · Computer Science (12 obras) · Pedagogy (11 obras) · Literacy (9 obras) · Reading (process) (8 obras) · Philosophy (7 obras) · Reading (process (7 obras)