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Library
Research Articles
24 April 2007
Research Article
Integrating Literacy and Science: The Research We Have, The Research We Need
Cervetti, G.N., Pearson, P. D., Barber, J., Hiebert, E.H., & Bravo, M.A. (2007). Integrating literacy and science: The research we have, the research we need. In M. Pressley, A. K. Billman, K. Perry, K. Refitt & J. Reynolds (Eds.), Shaping literacy achievement (pp. 157-174). New York: Guilford.
Topics
10 April 2007
Research Article
Vocabulary Assessment: What We Know and What We Need to Know
Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007). Vocabulary assessment: What we know and what we need to know. Reading Research Quarterly, 42(2), pp. 282-296.
5 April 2007
Research Article
Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science
Bravo, M.A., Hiebert, E.H., & P.D. Pearson (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.). Vocabulary development and its implications for reading comprehension (pp. 140-156). NY: Guilford.
5 April 2007
Research Article
Perspectives on the Difficulty of Beginning Reading Texts
Hiebert, E.H., & Mesmer, H. (2005). Perspectives on the difficulty of beginning reading texts. In S. Neuman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (Vol. 2, pp. 935-967). NY: Guilford.
8 March 2007
Research Article
A Comparison of First-Graders’ Reading with Little Books or Literature-Based Basal Anthologies
Menon, S., & Hiebert, E.H. (2005). A comparison of first-graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40, 12-38.
8 March 2007
Research Article
State Reform Policies and the Reading Task for First Graders
Since the late 1980s, reading reform efforts in California and Texas have led to changes in beginning reading textbooks. This article examines the effects of these policies on the task that current (2000/2001) texts pose for beginning readers. I begin by reviewing trends in textbooks over the past 80 years and continue by identifying cognitive and linguistic dimensions of the beginning reading task. These dimensions, such as word repetition, are used to describe the beginning reading task of current and historical textbooks. Analyses showed that 41% of the unique words in current textbooks appear once in 10 consecutive texts. Further, between 1962 and 2000, the number of unique words increased substantially, whereas word repetition was curtailed. One conclusion from these data is that current entry-level first graders are expected to acquire new words at the same pace as exiting second graders.
Hiebert, E.H.(2005). State reform policies and the reading task for first graders. Elementary School Journal, 105, 245-266.
8 March 2007
Research Article
A Review of the National Reading Panel’s Studies on Fluency: On the Role of Text
Hiebert, E.H., & Fisher, C.W. (2005). A review of the National Reading Panel’s studies on fluency: On the role of text. Elementary School Journal, 105, 443-460.
8 March 2007
Research Article
Text Matters in Learning to Read
Hiebert, E.H. (1999). Text matters in learning to read. The Reading Teacher, 52, 552-568. [Augmented with foreword in N.D. Padak et al. (Eds.), Distinguished educators on reading (pp. 453-472). Newark, DE: IRA.]
4 December 2006
Research Article
The Word Zone Fluency Curriculum: An Alternative Approach
Hiebert, E.H. (2007). The Word Zone Fluency Curriculum: An Alternative Approach. In M. Kuhn & P. Schwanenflugel (Eds.), Fluency in the Classroom (pp. 154-170). New York: Guilford.
7 November 2006
Research Article
Becoming Fluent: What Difference Do Texts Make?
Hiebert, E.H. (2006). Becoming fluent: What difference do texts make? In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency. (pp. 204-226). Newark, DE: International Reading Association.