Topic: TExT

Text Elements by Task (TExT) Model

Resource Posted 12/05/2006

Summary of publications on the TExT Model, suitable for printing.

Descriptions of Theory Underlying Model (and Analyses of Alternative Models of Text Difficulty)

The Critical Word Factor in Texts for Beginning Readers: Effects on Reading Speed, Accuracy, and Comprehension

Paper Posted 04/04/2002

Hiebert, E.H. & Fisher, C.W. (April 2002). The Critical Word Factor in Texts for Beginning Readers: Effects on Reading Speed, Accuracy, and Comprehension. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA

Perspectives on the Difficulty of Beginning Reading Texts

Publication Posted 04/05/2007

Hiebert, E.H., & Mesmer, H. (2005). Perspectives on the difficulty of beginning reading texts. In S. Neuman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (Vol. 2, pp. 935-967). NY: Guilford.

For more information about this book, please go to Guilford Press.

Standards, Assessment, and Text Difficulty

Paper Posted 04/15/2001

Hiebert, E.H. (2002) Standards, Assessment, and Text Difficulty. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association.

Text Matters in Learning to Read

Publication Posted 03/08/2007

Hiebert, E.H. (1999). Text matters in learning to read. The Reading Teacher, 52, 552-568. [Augmented with foreword in N.D. Padak et al. (Eds.), Distinguished educators on reading (pp. 453-472). Newark, DE: IRA.]

The Texts of Beginning Reading Instruction

Not available at the TextProject website

Hiebert, E.H, & Martin, L.A. (2001). The texts of beginning reading instruction. In S. Newman & D. Dickinson (Eds.), Handbook of Research on Early Literacy (pp. 361-376). NY: Guilford Press. [Reprinted in: Ruddell, R. & Unrau, N. (Eds.) (2004). Theoretical models and processes of reading (5th Ed.). Newark, DE: IRA.]

Use of TExT Model to Analyze Text Demands on Beginning & Struggling Readers’ Proficiencies

Are There Alternatives in Reading Textbooks? An Examination of Three Beginning Reading Programs

Publication Posted 11/07/2006

Hiebert, E.H., Martin, L.A. & Menon, S. Are there alternatives in reading textbooks? An examination of three beginning reading programs. Reading & Writing Quaterly 21: 7 – 32, 2005.

A Review of the National Reading Panel’s Studies on Fluency: On the Role of Text

Publication Posted 03/08/2007

Hiebert, E.H., & Fisher, C.W. (2005). A review of the National Reading Panel’s studies on fluency: On the role of text. Elementary School Journal, 105, 443-460.

State Reform Policies and the Reading Task for First Graders

Publication Posted 03/08/2007

Hiebert, E.H.(2005). State reform policies and the reading task for first graders. Elementary School Journal, 105, 245-266.

Use of TExT Model to Select or Create Texts for Beginning Readers

A Comparison of First-Graders’ Reading with Little Books or Literature-Based Basal Anthologies

Publication Posted 03/08/2007

Menon, S., & Hiebert, E.H. (2005). A comparison of first-graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40, 12-38.

A Comparison of the Effects of Two Types of Phonetically Regular Text on the Fluency and Word Recognition of First-Grade English Learners

Not available at the TextProject website

Hiebert, E.H., & Fisher, C.W. (July 2006a). A comparison of the effects of two types of phonetically regular text on the fluency and word recognition of first-grade English learners. Paper presented at Society for the Study of Reading, Vancouver, BC.

Fluency from the First: What Works with First Graders

Publication Posted 05/30/2006

Hiebert, E.H., & Fisher, C.W. (2006). Fluency from the first: What works with first graders. In T. Rasinski, C.L.Z. Blachowicz, & K. Lems (Eds.), Teaching Reading Fluency: Meeting the Needs of All Readers. (pp. 279-294). New York: Guilford Press.

For more information about this book, please go to Guilford Press.

Text and English Language Learners: Scaffolding Entrée to Reading

Paper Posted 02/18/2003

Elfrieda H. Hiebert

University of Michigan

Zoe Ann Brown &
Cheryl Taitague

Pacific Resources for Education and Learning

Charles W. Fisher

University of Michigan

Martha A. Adler

University of Michigan, Dearborn

Hiebert, E.H., Brown, Z.A., Taitague, C., Fisher, C.W. & Adler, M.A. Texts and English Language Learners: Scaffolding Entrée to Reading. To appear in F. Boyd, C. Brock, & M. Rozendal (Eds.), Multicultural and multilingual literacy and language practices. New York, NY: Guilford Publications, Inc.

Use of TExT Model to Create Texts for Struggling Readers

Becoming Fluent: What Difference Do Texts Make?

Publication Posted 11/07/2006

Hiebert, E.H. (2006). Becoming fluent: What difference do texts make? In S.J. Samuels & A.E. Farstrup (Eds.), What research has to say about reading fluency. (pp. 204-226). Newark, DE: International Reading Association.

CORE Leadership Summit 2009

Presentation Posted 03/04/2009

Freddy presented at the CORE Leadership Summit 2009, entitled Achieving Excellence: Raising the Ceiling and Closing the Gaps.

What’s the Same? What’s Different? English has approximately 600,000 different words. Which of these words should be taught in schools and how should they be taught? This session addresses the content and strategies of vocabulary instruction that supports high levels of comprehension. In particular, differences in the words that are taught—and the way in which they are taught—in stories and in content-area texts will be emphasized.

The Effects of Text Difficulty on Second Graders' Fluency Development

Publication Posted 11/07/2006

Hiebert, E. H., (2005) The effects of text difficulty on second graders’ fluency development. Reading Psychology 26(2):183-209.

A Fluency Curriculum and the Texts That Support It

Publication Posted 12/04/2006

Hiebert, E.H. (in press). A fluency curriculum and the texts that support it. In P. Schwanenflugel & M. Kuhn (Eds.), Creating a literacy curriculum: Fluency instruction. New York: Guilford.

Understanding the Word-level Features of Texts for Students Who Depend on Schools to Become Literate

Publication Posted 12/01/2009

Freddy has a chapter in the newly published book Bringing Reading Research to Life, edited by Margaret G. McKeown and Linda Kucan. The book is available at The Guliford Press.

Hiebert, E.H. (2010). Understanding the word-level features of texts for students who depend on schools to become literate. In M.G. McKeown and L. Kucan (Eds.) Bringing Reading Research to Life, (pp. 207-231). The Guilford Press: New York, NY.

Extension of TExT Model to Word (Vocabulary) Zones

In Pursuit of an Effective, Efficient Vocabulary Curriculum for the Elementary Grades

Not available at the TextProject website

Hiebert, E.H. (2005). In pursuit of an effective, efficient vocabulary curriculum for the elementary grades. In E.H. Hiebert & M. Kamil (Eds.), The teaching and learning of vocabulary: Bringing scientific research to practice (pp. 243-263). Mahwah, NJ: LEA.

Tapping the Linguistic Resources of Spanish/English Bilinguals: The Role of Cognates in Science

Publication Posted 04/05/2007

Bravo, M.A., Hiebert, E.H., & P.D. Pearson (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A. Muse, & K. Tannenbaum (Eds.). Vocabulary development and its implications for reading comprehension (pp. 140-156). NY: Guilford.

For more information about this book, please go to Guilford Press.