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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!
<<UPDATE>> We have moved Frankly Freddy to Medium.com/@wordfindings.
What Does It Mean To Be A Digitally Literate Scholar?
Some thoughts for Literacy Research Association session: Opening up the ivory tower: Examining the elements of open, digitally engaged scholarship (November 28, 2018, Indian Wells, CA)
A New Kind of Leveled Text: Meeting the Needs of Challenged Readers
Short sentences and less text don’t add up to proficient reading. But that’s exactly what the current wave of leveled texts offers.
The Stories of Words: TextProject’s Newest Texts and Vocabulary Product
The texts in the Stories of Words series provide a great opportunity for students to expand their vocabularies, increase their background knowledge, and develop facility with the core vocabulary of written English.
Interpreting Intervention Outcomes: Lexile-Based Assessments and Norm-Referenced Assessments
Are the results from Lexile-based assessments and Group Reading Assessment and Diagnostic Evaluation (GRADE) comparable? For educators, how do the results from Lexile-based and norm-referenced assessments relate to the results of summative, end-of-the-year, state-mandated assessments?
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Multi-Level Text Sets: Leveling the Playing Field or Sidelining Struggling Readers?
It’s a compelling idea—a set of texts on the same topic but with different text complexity levels. With a range of texts on the same topic all students should be able to engage in the same follow-up discussion after reading. And, if the texts are provided on the computer—even better! It’s a teacher’s dream come true! Right?
Join the “Read-an-Article-a-Day” Initiative
What is the “Read-an-Article-a-Day” Initiative and why is it important?
The Reach of Literacy Research
The age old debate: Quality versus quantity in the field of reading research