Frankly Freddy Blog

TextProject president and CEO Elfrieda H. (Freddy) Hiebert blogs about important issues in reading research and practice.

Frankly Freddy entries (published from 2005 to 2014) have been sorted into five topics of literacy learning and instruction. Click here to download the ebook!

7 Actions That Literacy Leaders Can Take Right Now: Text Complexity

Posted by Elfrieda H. Hiebert on 27 February 2013

Seven actions in which literacy leaders can support teachers in ensuring students’ increased capacity with complex text.

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7 Ways to make the 7 Minute Challenge Produce Learning

Posted by Elfrieda H. Hiebert on 20 November 2012

Can 7 minutes of reading really make a difference? 

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It’s Not Just Informational Text That Supports Knowledge Acquisition: The Critical Role of Narrative Text in the Common Core State Standards

Posted by Elfrieda H. Hiebert on 12 September 2012

Literature allows for examination of the influences of culture and history on individuals, not simply on our personal responses to texts. Guiding students in understanding how culture and history influences individual development and agency is part of the bigger picture.

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Scaffolding Complex Text: Volume of Text Matters

Posted by Elfrieda H. Hiebert on 30 July 2012

What's the difference between text for below-level readers and advanced reader?  How Lexiles differentiate "difficult" and "easier" books for readers.

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Syntax and Text Complexity: A Classic Text Goes from College-Career Level to First Grade

Posted by Elfrieda H. Hiebert on 26 June 2012

Dr. Hiebert shows how the Lexile for a text can change with a few simple edits.

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Children’s literacy learning and screen time

Posted by Freddy Hiebert on 20 January 2012

A question that parents frequently ask these days is: Does screen time count as reading time? With such a wide variety of online reading experiences available, the short answer would be have to be, “Yes, but…”

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Is Reading in Kindergarten the Means for Ensuring College and Career Readiness?

Posted by Freddy Hiebert on 3 August 2011

The inclusion of kindergarten in the CCSS about text difficulty represents an implicit assumption about beginning reading that also requires consideration—that earlier is better. Does beginning reading in kindergarten truly ensure that high school graduates are better at reading the complex texts of careers and college? In this essay, I review research on both the explicit and implicit assumptions within the CCSS regarding formal reading instruction in kindergarten: the dumbing down of kindergarten texts and the pushing down of reading instruction to kindergarten.

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