TextProject is the clearinghouse for the work of Elfrieda H. (Freddy) Hiebert, one of the nation’s foremost researchers on reading education. Since 2000, the TextProject website has collected her papers, presentations and other resources, and provided information about opportunities for educational professionals to learn more about the latest research on effective reading education.
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About TextProject Posted 10/30/2003
Elfrieda H. Hiebert
Dr. Elfrieda “Freddy” H. Hiebert is currently Adjunct Professor in the Graduate School of Education at the University of California, Berkeley. Dr. Hiebert received her Ph.D. in Educational Psychology from the University of Wisconsin-Madison. She has worked in the field of early reading acquisition for 40 years, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher educator and researcher at the universities of Kentucky, Colorado-Boulder, and Michigan. Her research addresses ways of supporting students who depend on schools to become literate. In particular, her interests lie in how fluency, vocabulary, and knowledge can be fostered through appropriate texts. Professor Hiebert’s research has been published in numerous scholarly journals. She has also authored or edited nine books, the most recent of which is Finding the Right Texts for Beginning and Struggling Readers: Research-Based Solutions (Guilford Press; with M. Sailors). Through documents such as Becoming a Nation of Readers (Center for the Study of Reading, 1985) and Every Child a Reader (Center for the Improvement of Early Reading Achievement, 1999), she has contributed to making research accessible to educators. Currently, she is a principal investigator in the National Center for Research on the Educational Achievement and Teaching of English language learners. Professor Hiebert’s model of accessible texts for beginning and struggling readers—TExT—has been used to develop several reading programs that are widely used in schools. Dr. Hiebert is the 2008 recipient of the William S. Gray Citation of Merit, awarded by the International Reading Association and is a member of the Reading Hall of Fame.
Download : "Hiebert-vita-08122110.pdf" (PDF, 143.96kB)
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About TextProject Posted 09/06/2005
Teaching and Learning Vocabulary: Bringing Research to Practice
Edited by Elfrieda H. Hiebert and Michael L. Kamil
Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades. Recognizing this, the U.S. Department of Education recently sponsored a Focus on Vocabulary conference that attracted the best-known and most active researchers in the vocabulary field. This book is the outgrowth of that conference. It presents scientific evidence from leading research programs that address persistent issues regarding the role of vocabulary in text comprehension. Part I examines how vocabulary is learned; Part II presents instructional interventions that enhance vocabulary; and Part III looks at which words to choose for vocabulary instruction.
Other key features of this timely new book include:
- Broad Coverage. The book addresses the full range of students populating current classrooms—young children, English Language Learners, and young adolescents.
- Issues Focus. By focusing on persistent issues from the perspective of critical school populations, this volume provides a rich, scientific foundation for effective vocabulary instruction and policy.
- Author Expertise. Few volumes can boast of a more luminous cast of contributing authors.
This book is suitable for anyone (graduate students, in-service reading specialists and curriculum directors, college faculty, and researchers) who deals with vocabulary learning and instruction as a vital component of reading proficiency.
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About TextProject Posted 09/16/2008
Finding the Right Texts: What Works for Beginning and Struggling Readers
Edited by Elfrieda H. Hiebert and Misty Sailors
Until now, no single volume has comprehensively examined the crucial question of how to select the most appropriate reading material for beginning or struggling readers. From leading authorities, this book meets an important need by reviewing the best available research on the role of specific text features—including linguistic and conceptual content—in supporting the development of proficient reading. Also explored are ways that teacher scaffolding can help students who have difficulties with particular aspects or types of texts. The book considers approaches to adapting the design and selection of texts to reinforce reading skills and provide well-paced challenges for K-6 students at a variety of ability levels.
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About TextProject Posted 05/05/2009
Reading More, Reading Better: Solving Problems in the Teaching of Literacy
Edited by Elfrieda H. Hiebert
Teaching students specific literacy skills is important—but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.
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Gina N. Cervetti, Carolyn A. Jaynes and Elfrieda H. Hiebert’s chapter, “Increasing Opportunities to Acquire Knowledge Through Reading,” is available for download in a pre-publication version from the TextProject Library. -
About TextProject Posted 10/06/2010
Revisiting Silent Reading: New Directions for Teachers and Researchers
Edited by Elfrieda H. Hiebert and D. Ray Reutzel
Literacy leaders come together in this important and timely volume—destined to become a vital part of every school’s PD library—to give expert advice about silent reading instruction and how to make it work in your classroom.
In these pages, you get
- A review of past and current perspectives on silent reading, giving you a solid foundation for instructional decisions
- Ideas you can use to increase students’ reading fluency, achievement, and motivation
- Inspiration for addressing the wide-ranging needs of students, including English learners and struggling readers
- Suggestions for new contexts in which silent reading can take place
- PD questions to extend your thinking, learning, and teaching
Isn’t it time to return silent reading to your classroom?
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Freddy's Monthly Blog
The Generalizability of the TExT Model to Indic Languages
(Posted 10/06/2010)