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Research
Reading Research Reports
22 June 2011
Reading Research Report
Using Multiple Sources of Information in Establishing Text Complexity: Reading Research Report #11.03
The Common Core State Standards/English Language Arts use Lexiles as the single measure of text complexity, but an analysis using the two component measures of Lexiles along with a third measure suggests that conclusions about text complexity vary considerably when multiple quantitative measures are used, rather than a single, omnibus index.
Hiebert, E.H. (2011). Using Multiple Sources of Information in Establishing Text Complexity (Reading Research Report 11.03). Santa Cruz, CA: TextProject, Inc.
17 June 2011
Reading Research Report
Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters: Reading Research Report #11.02
The typical approach to teaching vocabulary in English/Language Arts programs has been to focus on six to eight words per text. Even though these words may add meaning to a particular story, the target words are often rare and their generalizability is limited. The Vocabulary Megaclusters provides a framework for selecting and teaching words according to their shared meaning and function in stories.
Hiebert, E.H. (2011). Growing Capacity with the Vocabulary of English Language Arts Programs: Vocabulary Megaclusters (Reading Research Report 11.02). Santa Cruz, CA: TextProject, Inc.
16 March 2011
Reading Research Report
What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary: Reading Research Report #11.01
This report compares features of the words in fourth grade ELA and science texts and suggests instructional methods suitable to the vocabulary in each type of text.
Hiebert, E.H. & Cervetti, G.N. (2011). What Differences in Narrative and Informational Texts Mean for the Learning and Instruction of Vocabulary (Reading Research Report 11.01). Santa Cruz, CA: TextProject, Inc.
8 November 2010
Reading Research Report
An Examination of Current Text Difficulty Indices with Early Reading Texts: Reading Research Report #10.01
This report examines the difficulty of early reading texts over the years as measured by today's prevailing indices.
Hiebert, E.H. & Pearson, P.D. (2010). An Examination of Current Text Difficulty Indices with Early Reading Texts (Reading Research Report 10.01). Santa Cruz, CA: TextProject, Inc.