Cervetti and Hiebert raises the concern that students need to read more informational texts to build knowledge for and through reading.
Cervetti, G.N., Hiebert. E.H., (submitted for publication). Knowledge, literacy, and the Common Core. Language Arts.
This chapter strives to explain the role and perspective of the newest set of standards, the CCSS, and implications for implementation.
Pearson, P.D., & Hiebert (2013). Understanding the Common Core State Standards. In L. Morrow, T. Shanahan, & K.K. Wixson (Eds.), Teaching with the Common Core State Standards for English Language Arts: What Educators Need to Know, Grades Pre-K-2 (pp. 1-21). New York, NY: Guilford Press.
In this chapter, Drs. Hiebert and Van Sluys consider three assumptions about the view of text complexity as operationalized by the CCSS. They are concerned that these assumptions, if left unexamined, could increase the achievement gap, as the standards become part of state and national policies.
Hiebert, E.H., & Van Sluys, K. (2014). Examining three assumptions about text complexity: Standard 10 of the Common Core State Standards. In K.S. Goodman, R.C. Calfee, & Y.M. Goodman (Eds.), Whose knowledge counts in government literacy policies? Why expertise matters (pp. 144-160). New York, NY: Routledge.