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!
Can 7 minutes of reading really make a difference?
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.
What's the difference between text for below-level readers and advanced reader? How Lexiles differentiate "difficult" and "easier" books for readers.
Dr. Hiebert shows how the Lexile for a text can change with a few simple edits.
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…”
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.
Beginning readers need substantial and consistent data about language they are learning.
Students from high and low socioeconomic homes have been found to make similar gains on reading during the school year (Alexander, Entwistle, & Olson, 2004). It’s what happens in the summer that contributes to a growing gap in low- and high-income students’ reading. During the summer, low-income children either fall or stagnate during the summer, while higher-income children continue to progress or maintain their reading levels. By fourth-grade, the accumulated differences over several summers are reflected in a significant gap between low- and high-income students.